SDG 4 Data Book - UNESCOuis.unesco.org/sites/default/files/documents/sdg4-databook-global-e… · To further explore the data, please consult the UIS global education database, which

SDG 4 Data BookGLOBAL EDUCATION INDICATORS 2019

SDG 4 Data BookGLOBAL EDUCATION INDICATORS 2019

UNESCO

The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 193 Member States and 11 Associate Members.

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To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow’s world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of international instruments and statutory recommendations; 4) expertise through technical cooperation to Member States for their development policies and projects; and 5) the exchange of specialized information.

UNESCO Institute for Statistics

The UNESCO Institute for Statistics (UIS) is the official statistical office of UNESCO and the UN depository for global statistics in the fields of education, science, culture and communication.

The UIS is the custodian agency for data used to monitor progress towards the Sustainable Development Goal on education and provides data on key targets related to science, culture, communication and gender equality. While developing the methodologies and standards needed to produce cross-nationally comparable data, the UIS works directly with national statistical offices, line ministries and other organizations to help countries produce and use high-quality data.

Published in 2019 by:UNESCO Institute for StatisticsP.O. Box 6128, Succursale Centre-VilleMontreal, Quebec H3C 3J7CanadaTel: +1 514-343-6880Email: [email protected]://www.uis.unesco.org

Ref: UIS/2019/ED/SD/1ISBN: 978-92-9189-235-8

© UNESCO-UIS 2019

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The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities or concerning the delimitation of its frontiers or boundaries.

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Table of contentsSDG Global Indicator 4.1.1 ................................................................................................................................ 7

SDG Global Indicator 4.2.1 .............................................................................................................................. 24






SDG Global Indicator 4.a.1 .............................................................................................................................. 48

SDG Global Indicator 4.b.1 .............................................................................................................................. 58

SDG Global Indicator 4.c.1 .............................................................................................................................. 63

This publication presents the global monitoring indicators used by countries and the international development community to monitor progress towards Sustainable Development Goal 4 (SDG 4) on education. The indicators were produced by the UNESCO Institute for Statistics (UIS), based on the latest available data.

The UIS is the official source of internationally-comparable education data and the custodian agency for SDG 4 data. This mandate reflects the trust of the international community in UIS data and its proven track record in methodological work and standard-setting with national statistical offices, line ministries and technical partners in every region.

The Institute works with a wide range of partners to develop SDG 4 indicators through key initiatives such as:

Technical Cooperation Group on the Indicators for SDG 4–Education 2030 (TCG): serves as a platform to discuss and develop the monitoring indicators in an open, inclusive and transparent manner. The TCG is composed of regionally-representative members from Member States, international organizations, civil society and the Co-Chair of the Education 2030 Steering Committee.

Global Alliance to Monitor Learning (GAML): is designed to improve learning outcomes by supporting national strategies for learning assessments and developing internationally-comparable indicators and methodological tools to measure progress towards key targets of SDG 4. GAML brings together a broad range of stakeholders, including experts and decisionmakers involved in national and cross-national learning assessment initiatives, as well as donors and civil society.

About the indicatorsThis publication presents a snapshot of the data used to monitor progress towards the global education goal and targets. It complements the UIS Quick Guide to Education Indicators for SDG 4, which provides more detailed information on the development, interpretation and use of the indicators.

The indicators presented in this publication are based on UIS data for the 2017 reference year (released in February 2019). Three major data sources are used to calculate the indicators: the UIS annual education survey, household surveys and national and cross-national learning assessments.

To further explore the data, please consult the UIS global education database, which is the most comprehensive in the world, covering all levels of education for about 200 countries and territories.

6 SDG 4 Data Book: Global Education Indicators 2019

http://tcg.uis.unesco.org/

http://gaml.uis.unesco.org/

http://uis.unesco.org/sites/default/files/documents/quick-guide-education-indicators-sdg4-2018-en.pdf

http://data.uis.unesco.org

4.1

SDG Global Indicator

4.1.1Proportion of children and young people: (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

100

90

80

70

60

50

40

30

20

10

0

%

Northern Africa and Western

Asia

Latin America and the

Caribbean

Eastern and South-eastern

Asia

World Sub-Saharan Africa

OceaniaCentral and Southern Asia

Europe and Northern America

4944

39 39 38 3735

10

Figure 1. Percentage of countries with data available by region, 2018

Notes: The percentage of countries with data available for each indicator is calculated based on the number of countries in each region where an indicator has at least one available data point between 2010 and 2018.

The regional grouping is based on SDG regions: https://unstats.un.org/sdgs/indicators/regional-groups/

Source: UIS database, February 2019 release.

4.1

TA

RG

ET

S

SDG 4 Data Book: Global Education Indicators 2019 7

4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Central and Southern Asia

Afghanistan .. .. .. .. .. .. 47 .. ..

Bangladesh .. 68 .. 75 .. 65 .. .. ..

India .. .. .. .. .. .. 25 .. ..

Iran (Islamic Republic of) .. 76 .. .. .. .. .. .. ..

Pakistan .. .. .. 20 61 .. 17 .. ..

Sri Lanka .. .. .. 85 .. 86 .. .. ..

Eastern and South-Eastern Asia

China .. .. .. .. .. .. 82 .. ..

China, Hong Kong SAR .. 99 .. .. .. .. .. .. ..

Democratic People's Republic of Korea .. .. .. .. .. .. .. 94 ..

Indonesia .. 66 .. .. .. .. .. .. ..

Lao People's Democratic Republic .. 51 .. .. 83 .. .. .. ..

Malaysia .. .. .. .. .. .. .. 86 ..

Singapore .. 97 .. .. .. .. .. .. ..

Timor-Leste 80 .. .. .. .. .. .. .. ..


Albania .. .. .. .. 86 .. .. .. ..

Czechia .. 98 .. .. .. .. .. .. ..

Denmark .. 99 .. .. .. .. .. .. ..

Finland .. 99 .. .. .. .. .. .. ..

France .. 95 .. .. .. .. .. .. ..

Ireland .. 97 .. .. .. .. .. .. ..

Italy .. 98 .. .. .. .. .. .. ..

Malta .. 74 .. .. .. .. .. .. ..

Netherlands .. 100 .. .. .. .. .. .. ..

Norway .. 95 .. .. .. .. .. .. ..

Poland .. 95 .. .. .. .. .. .. ..

Portugal .. 98 .. .. .. .. .. .. ..

Romania .. 86 .. .. .. .. .. .. ..

Slovenia .. 95 .. .. .. .. .. .. ..

Spain .. 94 .. .. .. .. .. .. ..

Sweden .. 98 .. .. .. .. .. .. ..

United States of America .. 98 .. .. .. 69 .. .. ..

Latin America and the Caribbean

Anguilla .. .. .. 73 68 59 .. .. ..

Antigua and Barbuda .. .. .. 47 35 38 .. .. ..

Argentina 73 .. .. 77 .. .. 62 .. ..

Brazil .. .. .. 81 78 .. 78 .. ..

Chile .. .. .. 93 .. 69 69 70 ..

Colombia .. 72 .. 79 .. 80 82 82 ..

Costa Rica .. .. .. 89 .. .. .. .. ..

Dominica .. .. 51 76 .. 81 .. .. ..

Table 1. SDG Indicator 4.1.1: Grade 2/3 – ReadingProportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading, both sexes (%)

TA

RG

ET

S


4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Dominican Republic .. .. .. 46 .. .. .. .. ..

Ecuador .. .. .. 75 68 81 75 .. ..

Grenada .. 44 26 80 .. 54 .. .. ..

Guatemala 52 .. .. 69 50 .. .. .. ..

Honduras .. 74 .. 70 93 80 93 .. ..

Jamaica .. .. .. .. 87 .. .. .. ..

Mexico .. 86 85 78 .. .. .. .. ..

Montserrat .. .. .. 45 64 57 .. .. ..

Nicaragua .. .. .. 63 .. .. .. .. ..

Panama .. .. .. 68 .. .. .. .. ..

Paraguay 55 .. .. 63 .. 71 .. .. ..

Peru 76 77 80 84 88 94 94 .. ..

Saint Lucia .. .. .. .. .. 68 .. .. ..

Trinidad and Tobago .. 78 .. .. .. .. .. .. ..

Uruguay .. .. .. 81 .. .. .. .. ..

Northern Africa and Western Asia

Egypt .. .. .. 5 .. .. .. .. ..

Georgia .. 86 .. .. .. .. .. .. ..

Israel .. 93 .. .. .. .. .. .. ..

Kuwait .. 58 .. .. .. .. .. .. ..

Morocco .. 21 .. .. .. .. .. .. ..

Oman .. 47 .. .. .. .. .. .. ..

Qatar .. 60 .. .. .. .. .. .. ..

Saudi Arabia .. 65 .. .. .. .. .. .. ..

United Arab Emirates .. 64 .. .. .. .. .. .. ..

Oceania

Australia .. 93 .. .. .. 95 95 95 ..

New Zealand .. 92 .. 81 58 76 .. .. ..

Sub-Saharan Africa

Benin .. .. .. .. 10 .. .. .. ..

Botswana .. 56 .. .. .. .. .. .. ..

Burkina Faso .. .. .. .. 35 .. .. .. ..

Burundi .. .. .. .. 79 .. .. .. ..

Cameroon .. .. .. .. 30 .. .. .. ..

Chad .. .. .. .. 18 .. .. .. ..

Congo .. .. .. .. 38 .. .. .. ..

Côte d'Ivoire .. 14 .. .. 17 .. .. .. ..

Gambia 23 .. .. .. .. .. .. .. ..

Ghana .. 66 .. 58 .. .. 71 .. ..

Kenya .. .. .. .. .. 46 60 .. ..

Malawi .. .. 22 .. .. .. .. .. ..

Mali .. .. .. .. .. .. 2 .. ..

Niger .. .. .. .. 10 .. .. .. ..

Nigeria .. 75 .. .. .. .. .. .. ..

Sao Tome and Principe .. 81 .. .. .. .. .. .. ..

TA

RG

ET

S


4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Senegal 55 .. .. .. 29 .. 18 .. ..

South Africa .. 57 81 80 84 .. .. .. ..

Togo .. .. .. .. 20 .. .. .. ..

Uganda .. .. .. .. 64 60 .. .. ..

United Republic of Tanzania .. .. .. 5 .. 56 .. .. ..

Zambia .. .. .. .. 1 .. .. .. ..

Notes:.. Data not available For data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: TERCE, PASEC, PIRLS, PISA, SACMEQ, TIMSS and national learning assessments.

INFORMATION

What do these numbers represent?The percentage of students in Grade 2 or 3 achieving minimum proficiency level in reading. Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. Currently, there are no common standards validated by the international community or countries. The data presented here are based on the MPL defined in each assessment.

Where do these numbers come from?Sources: Various national and cross-national learning assessments including: Programme d’analyse des systèmes éducatifs de la CONFEMEN (PASEC), Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), Tercer Estudio Regional Comparativo y Explicativo (TERCE) and Trends in International Mathematics and Science Study (TIMSS).

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Togo in 2014, 20% of the students in Grade 2/3 achieved a minimum proficiency level in reading. Due to methodological differences between assessments, data from different countries and years may not be comparable.

More information:Quick Guide to Education Indicators for SDG 4

Metadata for SDG 4 indicators

Where can the data be downloaded? UIS database

TA

RG

ET

S




http://uis.unesco.org/sites/default/files/documents/sdg4-metadata-global-thematic-indicators-en.pdf


4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Afghanistan .. .. .. .. .. .. 52 .. ..

Bangladesh .. 50 .. 57 .. 39 .. .. ..

India .. .. .. .. .. .. 28 .. ..

Iran (Islamic Republic of) .. 64 .. .. .. 65 .. .. ..

Pakistan .. .. .. .. .. .. 15 .. ..

Sri Lanka .. .. .. 80 .. 84 .. .. ..


China .. .. .. .. .. 85 .. .. ..

China, Hong Kong SAR .. 99 .. .. .. 100 .. .. ..

Democratic People's Republic of Korea .. .. .. .. .. .. .. 83 ..

Indonesia .. .. .. .. .. 49 .. .. ..

Lao People's Democratic Republic .. .. .. .. 46 .. .. .. ..

Malaysia .. .. .. .. .. .. .. 71 ..

Republic of Korea .. 100 .. .. .. 100 .. .. ..

Singapore .. 99 .. .. .. 99 .. .. ..

Thailand .. 77 .. .. .. .. .. .. ..


Czechia .. 93 .. .. .. 96 .. .. ..

Denmark .. 96 .. .. .. 96 .. .. ..

Finland .. 98 .. .. .. 97 .. .. ..

France .. .. .. .. .. 87 .. .. ..

Ireland .. 94 .. .. .. .. 97 .. ..

Italy .. 93 .. .. .. 93 .. .. ..

Malta .. 87 .. .. .. .. .. .. ..

Netherlands .. 99 .. .. .. 99 .. .. ..

Norway .. 91 .. .. .. 98 .. .. ..

Poland .. 87 .. .. .. 96 .. .. ..

Portugal .. 97 .. .. .. 97 .. .. ..

Romania .. 79 .. .. .. .. .. .. ..

Slovenia .. 94 .. .. .. 95 .. .. ..

Spain .. 87 .. .. .. 93 .. .. ..

Sweden .. 93 .. .. .. 95 .. .. ..

United States of America .. 96 .. .. .. 95 .. .. ..


Anguilla .. .. .. 47 40 38 .. .. ..

Antigua and Barbuda .. .. .. 52 39 46 .. .. ..

Argentina 74 .. .. 72 .. .. 63 .. ..

Brazil .. .. .. 70 76 .. 77 .. ..

Chile .. 77 .. 89 .. 78 .. 63 ..

Colombia .. .. .. 64 .. 81 83 82 ..

Costa Rica .. .. .. 84 .. .. .. .. ..

Dominica .. .. 55 48 .. 50 .. .. ..

Table 2. SDG Indicator 4.1.1: Grade 2/3 – MathematicsProportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, both sexes (%)

TA

RG

ET

S


4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Ecuador .. .. .. 65 73 81 78 .. ..

Grenada .. .. .. .. .. 43 .. .. ..

Guatemala 49 .. .. 53 41 .. .. .. ..

Honduras .. 50 .. 58 92 85 92 .. ..

Jamaica .. .. .. .. 41 14 .. .. ..

Mexico .. 81 86 78 .. .. .. .. ..

Montserrat .. .. .. 7 76 54 .. .. ..

Nicaragua .. .. .. 45 .. .. .. .. ..

Panama .. .. .. 54 .. .. .. .. ..

Paraguay 52 .. .. 48 .. 72 .. .. ..

Peru 47 49 51 50 61 69 71 .. ..

Saint Lucia .. .. .. .. .. 62 .. .. ..

Uruguay .. .. .. 75 .. .. .. .. ..


Bahrain .. 67 .. .. .. 72 .. .. ..

Cyprus .. .. .. .. .. 93 .. .. ..

Georgia .. 73 .. .. .. 78 .. .. ..

Jordan .. .. .. .. .. 50 .. .. ..

Kuwait .. 30 .. .. .. 33 .. .. ..

Morocco .. 25 .. .. .. 41 .. .. ..

Oman .. 46 .. .. .. 61 .. .. ..

Qatar .. 54 .. .. .. 64 .. .. ..

Saudi Arabia .. 55 .. .. .. 43 .. .. ..

Tunisia .. 34 .. .. .. .. .. .. ..

United Arab Emirates .. 62 .. .. .. 70 .. .. ..

Yemen .. 9 .. .. .. .. .. .. ..

Oceania

Australia .. 91 .. .. .. 94 91 96 ..

New Zealand .. 85 .. .. .. 84 .. .. ..

Sub-Saharan Africa

Benin .. .. .. .. 34 .. .. .. ..

Botswana .. 61 .. .. .. .. .. .. ..

Burkina Faso .. .. .. .. 59 .. .. .. ..

Burundi .. .. .. .. 97 .. .. .. ..

Cameroon .. .. .. .. 55 .. .. .. ..

Chad .. .. .. .. 48 .. .. .. ..

Congo .. .. .. .. 71 .. .. .. ..

Côte d'Ivoire .. 27 .. .. 34 .. .. .. ..

Gambia 31 .. .. .. .. .. .. .. ..

Ghana .. 53 .. 57 .. .. 55 .. ..

Kenya .. .. .. .. .. 47 71 .. ..

Malawi .. .. 51 .. .. .. .. .. ..

Mali .. .. .. .. .. .. 3 .. ..

Niger .. .. .. .. 28 .. .. .. ..

TA

RG

ET

S


4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Nigeria .. 28 .. .. .. .. .. .. ..


Senegal 56 .. 32 .. 62 .. .. .. ..

South Africa .. .. 68 85 87 39 .. .. ..

Togo .. .. .. .. 41 .. .. .. ..

Uganda .. .. .. .. 73 72 .. .. ..

United Republic of Tanzania .. .. .. 8 .. 35 .. .. ..

Zambia .. .. .. .. 9 .. .. .. ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: TERCE, PASEC, PIRLS, PISA, SACMEQ, TIMSS and national learning assessments.

INFORMATION

What do these numbers represent?The percentage of students in Grade 2 or 3 achieving minimum proficiency level in mathematics. Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. Currently, there are no common standards validated by the international community or countries. The data presented here are based on the MPL defined in each assessment.

Where do these numbers come from?Sources: Various national and cross-national learning assessments, including: Programme d’analyse des systèmes éducatifs de la CONFEMEN (PASEC), Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), Tercer Estudio Regional Comparativo y Explicativo (TERCE) and Trends in International Mathematics and Science Study (TIMSS).

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in the Islamic Republic of Iran in 2015, 65% of students in Grade 2/3 achieved minimum proficiency levels in mathematics. Due to methodological differences between assessments, data from different countries and years may not be comparable.




TA

RG

ET

S






4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Afghanistan .. .. .. 55 .. .. .. .. ..

Bangladesh .. 99 .. 97 .. 91 .. .. ..

Kyrgyzstan .. .. .. .. 36 .. .. .. ..

Pakistan .. .. .. .. .. .. 52 .. ..


Cambodia .. .. .. 61 .. .. .. .. ..

Malaysia .. 89 .. .. .. .. .. 88 ..

Viet Nam .. 99 .. .. .. .. .. .. ..


Albania .. .. .. .. 87 .. 95 .. ..

Austria .. 97 .. .. .. 87 .. .. ..

Bulgaria .. 93 .. .. .. .. .. .. ..

Croatia .. 99 .. .. .. .. .. .. ..

Germany .. 97 .. .. .. .. .. .. ..

Hungary .. 95 .. .. .. .. .. .. ..

Lithuania .. 97 .. .. .. 87 84 92 ..

Russian Federation .. 99 .. .. .. .. .. .. ..

Slovakia .. 96 .. .. .. .. .. .. ..


Anguilla .. .. .. 73 71 76 .. .. ..

Antigua and Barbuda .. .. .. .. .. 50 .. .. ..

Argentina 72 .. .. 83 .. .. 67 .. ..

Barbados .. .. .. .. 86 .. 87 .. ..

Brazil .. 93 .. 89 .. 97 .. .. ..

Cayman Islands .. .. .. .. 63 68 59 .. ..

Chile .. .. .. 94 .. .. .. .. ..

Colombia .. .. .. 88 .. 80 85 87 ..

Costa Rica .. .. 56 94 .. .. .. .. ..

Dominica .. .. 40 .. .. .. .. .. ..


Ecuador .. .. .. 77 63 72 68 .. ..

Grenada .. .. .. .. .. 66 .. .. ..

Guatemala 30 .. .. 80 40 .. .. .. ..

Honduras .. .. .. 75 87 86 84 .. ..

Mexico .. .. .. 89 .. 50 .. .. ..

Montserrat .. .. .. .. .. 70 .. .. ..

Nicaragua .. .. .. 76 .. .. .. .. ..

Panama .. .. .. 77 .. .. .. .. ..

Paraguay 80 .. .. 71 .. 69 .. .. ..

Saint Lucia .. .. .. .. .. 62 .. .. ..

Trinidad and Tobago .. .. .. .. .. 73 63 76 ..

Turks and Caicos Islands .. .. .. 59 62 70 .. .. ..

Uruguay .. .. .. 90 .. .. .. .. ..

Table 3. SDG Indicator 4.1.1: Primary education – ReadingProportion of students at the end of primary education achieving at least a minimum proficiency level in reading, both sexes (%)

TA

RG

ET

S


4.1

INFORMATION

What do these numbers represent?The percentage of students at the end of primary education achieving minimum proficiency level in reading. Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. Currently, there are no common standards validated by the international community or countries. The data presented here are based on the MPL defined in each assessment.


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Australia in 2017, 94% of students at the end of primary education achieved a minimum proficiency level in reading. Due to methodological differences between assessments, data from different countries and years may not be comparable.

More information:Quick Guide to Education Indicators for SDG 4 Metadata for SDG 4 indicators


Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Azerbaijan .. 82 .. .. .. .. .. .. ..

Oceania

Australia .. .. .. .. .. 95 95 94 ..

Sub-Saharan Africa

Benin .. .. .. .. 52 .. .. .. ..

Botswana .. .. .. .. .. 63 66 66 ..

Burkina Faso .. .. .. .. 57 .. .. .. ..

Burundi .. .. .. .. 56 .. .. .. ..

Cameroon .. .. .. .. 49 .. .. .. ..

Chad .. 75 .. .. 16 .. .. .. ..

Congo .. .. .. .. 41 .. .. .. ..

Côte d'Ivoire .. .. .. .. 48 .. .. .. ..

Democratic Republic of the Congo .. 81 .. .. .. .. .. .. ..

Gambia 33 .. .. .. .. .. .. .. ..

Ghana .. 79 .. 69 .. .. 72 .. ..

Kenya .. .. .. .. .. 80 .. .. ..

Malawi .. .. 24 .. .. .. .. .. ..

Mali .. .. .. .. .. .. 12 .. ..

Mauritius .. .. .. .. 75 76 78 .. ..

Niger .. .. .. .. 8 .. .. .. ..

Nigeria .. 54 .. .. .. .. .. .. ..

Senegal .. .. .. .. 61 .. .. .. ..

Seychelles .. .. .. .. 81 78 88 .. ..

South Africa .. .. 69 88 92 .. .. .. ..

Togo .. 74 .. .. 38 .. .. .. ..

Uganda .. .. .. .. 38 52 .. .. ..


TA

RG

ET

S






4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Afghanistan .. .. .. 63 .. .. .. .. ..

Bangladesh .. 51 .. 89 .. 81 .. .. ..

Kazakhstan .. 88 .. .. .. 96 .. .. ..

Kyrgyzstan .. .. .. .. 35 .. .. .. ..

Pakistan .. .. .. .. .. .. 48 .. ..


Malaysia .. 87 .. .. .. .. .. 47 ..

Viet Nam .. 87 .. .. .. .. .. .. ..


Albania .. .. .. .. .. .. 97 .. ..

Austria .. 95 .. .. .. .. .. .. ..

Bulgaria .. .. .. .. .. 92 .. .. ..

Croatia .. 90 .. .. .. 93 .. .. ..

Germany .. 97 .. .. .. 96 .. .. ..

Hungary .. 89 .. .. .. 92 .. .. ..

Lithuania .. 96 .. .. .. 96 .. 99 ..

Russian Federation .. 97 .. .. .. 98 .. .. ..

Serbia .. 90 .. .. .. 91 .. .. ..

Slovakia .. 91 .. .. .. 88 .. .. ..

Sweden .. .. .. .. .. 92 91 88 ..


Anguilla .. .. .. 71 62 67 .. .. ..

Antigua and Barbuda .. .. .. .. .. 78 .. .. ..

Argentina 64 .. .. 92 .. .. 59 .. ..

Barbados .. .. .. .. 71 .. 60 .. ..

Brazil .. 98 .. 91 .. 100 .. .. ..

Cayman Islands .. .. .. .. 48 43 52 .. ..

Chile .. .. .. 98 .. .. .. .. ..

Colombia .. .. .. 91 .. 64 64 57 ..

Costa Rica .. .. 32 95 .. .. .. .. ..

Dominica .. .. 29 .. .. .. .. .. ..


Ecuador .. .. .. 89 49 62 64 .. ..

Grenada .. .. .. .. .. 57 .. .. ..

Guatemala 46 .. .. 83 45 .. .. .. ..

Honduras .. .. .. 83 68 67 77 .. ..

Mexico .. .. .. 96 .. 40 .. .. ..

Montserrat .. .. .. .. .. 81 .. .. ..

Nicaragua .. .. .. 77 .. .. .. .. ..

Panama .. .. .. 74 .. .. .. .. ..

Paraguay 50 .. .. 70 .. 69 .. .. ..

Saint Lucia .. .. .. .. .. 46 .. .. ..

Trinidad and Tobago .. .. .. .. .. 64 65 63 ..

Uruguay .. .. .. 94 .. .. .. .. ..


Armenia .. 72 .. .. .. .. .. 95 ..

Azerbaijan .. 71 .. .. .. .. .. .. ..

Turkey .. 77 .. .. .. 81 .. .. ..

Table 4. SDG Indicator 4.1.1: Primary education – MathematicsProportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, both sexes (%)

TA

RG

ET

S


4.1

INFORMATION

What do these numbers represent?The percentage of students at the end of primary education achieving minimum proficiency level in mathematics. Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. Currently, there are no common standards validated by the international community or countries. The data presented here are based on the MPL defined in each assessment.


How should this table be read?Each line represents a country/territory with data available for the last selected period. For example, in Kazakhstan in 2015, 96% of students at the end of primary education achieved a minimum proficiency level in mathematics. Due to methodological differences between assessments, data from different countries and years may not be comparable.




Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Oceania

Australia .. .. .. .. .. 96 96 95 ..

Sub-Saharan Africa

Benin .. .. .. .. 40 .. .. .. ..

Botswana .. .. .. .. .. 63 66 66 ..

Burkina Faso .. .. .. .. 59 .. .. .. ..

Burundi .. .. .. .. 87 .. .. .. ..

Cameroon .. .. .. .. 35 .. .. .. ..

Chad .. 69 .. .. 19 .. .. .. ..

Congo .. .. .. .. 29 .. .. .. ..

Côte d'Ivoire .. .. .. .. 27 .. .. .. ..

Democratic Republic of the Congo .. 85 .. .. .. .. .. .. ..

Gambia 22 .. .. .. .. .. .. .. ..

Ghana .. 57 .. 61 .. .. .. .. ..

Kenya .. .. .. .. .. 77 .. .. ..

Malawi .. .. 41 .. .. .. .. .. ..

Mali .. .. .. .. .. .. 13 .. ..

Mauritius .. .. .. .. 78 80 79 .. ..

Niger .. .. .. .. 8 .. .. .. ..

Nigeria .. 18 .. .. .. .. .. .. ..

Senegal .. .. .. .. 59 .. .. .. ..

Seychelles .. .. .. .. 94 95 74 .. ..

South Africa .. .. 34 64 71 .. .. .. ..

Togo .. 69 .. .. 48 .. .. .. ..

Uganda .. .. .. .. 39 53 .. .. ..


TA

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ET

S






4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh .. .. .. 49 .. 87 .. .. ..

Bhutan .. .. .. 48 .. 33 .. .. ..

Kazakhstan .. .. 43 .. .. 59 .. .. ..

Pakistan .. .. .. .. 73 .. .. .. ..

Sri Lanka .. .. .. .. .. 90 .. 90 ..


Cambodia .. .. .. .. .. .. .. 38 ..

China .. .. .. .. .. 78 80 .. ..

China, Hong Kong SAR .. .. 93 .. .. 91 .. .. ..

China, Macao SAR .. .. 89 .. .. 88 .. .. ..

Indonesia .. .. 45 .. .. 45 .. .. ..

Malaysia .. 94 47 .. .. 63 .. 73 ..

Republic of Korea .. .. 92 .. .. 86 .. .. ..

Singapore .. .. 90 .. .. 89 .. .. ..

Thailand .. .. 67 .. .. 50 .. .. ..

Viet Nam .. .. 91 .. .. 86 .. .. ..


Albania .. .. 48 .. .. .. .. .. ..

Austria .. .. 81 .. .. 77 84 .. ..

Belgium .. .. 84 .. .. 80 .. .. ..

Bulgaria .. .. 61 .. .. 59 .. .. ..

Canada .. .. 89 .. .. 89 .. .. ..

Croatia .. .. 81 .. .. 80 .. .. ..

Czechia .. .. 83 .. .. 78 .. .. ..

Denmark .. .. 85 .. .. 85 .. .. ..

Estonia .. .. 91 .. .. 89 .. .. ..

Finland .. .. 89 .. .. 89 .. .. ..

France .. .. 81 .. .. 79 .. .. ..

Germany .. .. 86 .. .. 84 .. .. ..

Greece .. .. 77 .. .. 73 .. .. ..

Hungary .. .. 80 .. .. 73 .. .. ..

Iceland .. .. 79 .. .. 78 .. .. ..

Ireland .. .. 90 .. .. 90 .. .. ..

Italy .. .. 80 .. .. 79 .. .. ..

Latvia .. .. 83 .. .. 82 .. .. ..

Liechtenstein .. .. 88 .. .. .. .. .. ..

Lithuania .. .. 79 .. .. 75 .. .. ..

Luxembourg .. .. 78 .. .. 74 .. .. ..

Malta .. .. .. .. .. 64 .. .. ..

Montenegro .. .. 57 .. .. 58 .. .. ..

Netherlands .. .. 86 .. .. 82 .. .. ..

North Macedonia .. .. .. .. .. 29 .. .. ..

Table 5. SDG Indicator 4.1.1: Lower secondary education – ReadingProportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, both sexes (%)

TA

RG

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4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Norway .. .. 84 .. .. 85 .. .. ..

Poland .. .. 89 .. .. 86 .. .. ..

Portugal .. .. 81 .. .. 83 .. .. ..

Republic of Moldova .. .. .. .. .. 54 .. .. ..

Romania .. .. 63 .. .. 61 .. .. ..

Russian Federation .. .. 78 .. .. 84 .. .. ..

Serbia .. .. 67 .. .. .. .. .. ..

Slovakia .. .. 72 .. .. 68 .. .. ..

Slovenia .. .. 79 .. .. 85 .. .. ..

Spain 82 .. 82 .. .. 84 .. .. ..

Sweden .. .. 77 .. .. 82 .. .. ..

Switzerland .. .. 86 .. .. 80 .. .. ..

United Kingdom .. .. 83 .. .. 82 .. .. ..

United States of America .. .. 83 .. .. 81 .. .. ..


Argentina 76 .. 46 60 .. .. 62 .. ..

Brazil .. 100 49 .. .. 49 .. .. ..

Chile .. .. 67 61 47 72 .. .. ..

Colombia .. .. 49 .. .. 57 84 89 ..

Costa Rica 82 .. 68 .. .. 60 .. .. ..

Dominican Republic .. .. .. .. .. 28 .. .. ..

Ecuador .. .. .. .. 61 75 72 .. ..

Guatemala .. .. .. 15 .. .. .. .. ..

Honduras .. .. .. .. 93 94 89 .. ..

Jamaica .. .. .. .. 63 60 64 .. ..

Mexico .. .. 59 .. .. 58 .. 66 ..

Paraguay 72 .. .. .. .. 68 .. .. ..

Peru .. .. .. .. .. .. 42 .. ..

Puerto Rico .. .. .. .. .. 50 .. .. ..

Trinidad and Tobago .. .. .. .. .. 58 .. .. ..

Uruguay .. .. 53 .. .. 61 .. .. ..


Algeria .. .. .. .. .. 21 .. .. ..

Cyprus .. .. .. .. .. 64 .. .. ..

Georgia .. .. .. .. .. 48 .. .. ..

Israel .. .. 76 .. .. 73 .. .. ..

Jordan .. .. 49 .. .. 54 .. .. ..

Lebanon .. .. .. .. .. 30 .. .. ..

Qatar .. .. 43 .. .. 48 .. .. ..

Tunisia .. .. 51 .. .. 28 .. .. ..

Turkey .. .. 78 .. .. 60 .. .. ..

United Arab Emirates .. .. 64 .. .. 60 .. .. ..

Oceania

Australia .. .. 86 .. .. 82 .. .. ..

New Zealand .. .. 84 .. .. 83 .. .. ..

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4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Sub-Saharan Africa

Botswana .. .. .. .. .. 76 79 79 ..

Chad .. .. 39 .. .. .. .. .. ..

Mauritius .. .. .. .. 76 77 .. .. ..

Senegal .. .. .. .. .. .. 42 .. ..

Seychelles .. .. .. .. 84 92 86 .. ..

South Africa .. .. 75 73 84 .. .. .. ..


INFORMATION

What do these numbers represent?The percentage of students at the end of lower secondary education achieving minimum proficiency level in reading. Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. Currently, there are no common standards validated by the international community or countries. The data presented here are based on the MPL defined in each assessment.


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in New Zealand in 2015, 83% of students at the end of lower secondary education achieved a minimum proficiency level in reading. Due to methodological differences between assessments, data from different countries and years may not be comparable.




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4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh .. .. .. 35 .. 57 .. .. ..

Bhutan .. .. .. 51 .. .. .. .. ..

Iran (Islamic Republic of) .. 55 .. .. .. 63 .. .. ..

Kazakhstan .. 85 55 .. .. 91 .. .. ..

Pakistan .. .. .. .. 68 .. .. .. ..

Sri Lanka .. .. .. .. 61 55 67 68 ..


Cambodia .. .. .. .. .. .. .. 17 ..

China .. .. .. .. .. 79 .. .. ..

China, Hong Kong SAR .. 97 91 .. .. 91 .. .. ..

China, Macao SAR .. .. 89 .. .. 93 .. .. ..

Indonesia .. 43 24 .. .. 31 .. .. ..

Malaysia .. 65 48 .. .. 76 .. 42 ..

Republic of Korea .. 99 91 .. .. 85 .. .. ..

Singapore .. 99 92 .. .. 99 .. .. ..

Thailand .. 62 50 .. .. 46 .. .. ..

Viet Nam .. .. 86 .. .. 81 .. .. ..


Albania .. .. 39 .. .. .. .. .. ..

Austria .. .. 81 .. .. 78 .. 87 ..

Belgium .. .. 81 .. .. 80 .. .. ..

Bulgaria .. .. 56 .. .. 58 .. .. ..

Canada .. .. 86 .. .. 86 .. .. ..

Croatia .. .. 70 .. 98 68 .. .. ..

Czechia .. .. 79 .. .. 78 .. .. ..

Denmark .. .. 83 .. .. 86 .. .. ..

Estonia .. .. 89 .. .. 89 .. .. ..

Finland .. 96 88 .. .. 86 .. .. ..

France .. .. 78 .. .. 77 .. .. ..

Germany .. .. 82 .. .. 83 .. .. ..

Greece .. .. 64 .. .. 64 .. .. ..

Hungary .. 88 72 .. .. 88 .. .. ..

Iceland .. .. 79 .. .. 76 .. .. ..

Ireland .. .. 83 .. .. 85 94 .. ..

Italy .. 90 75 .. .. 89 .. .. ..

Latvia .. .. 80 .. .. 79 .. .. ..

Liechtenstein .. .. 86 .. .. .. .. .. ..

Lithuania .. 90 74 .. .. 75 .. .. ..

Luxembourg .. .. 76 .. .. 74 .. .. ..

Malta .. .. .. .. .. 71 84 .. ..

Montenegro .. .. 43 .. .. 48 .. .. ..

Netherlands .. .. 85 .. .. 83 .. .. ..

North Macedonia .. 61 .. .. .. 30 .. .. ..

Table 6. SDG Indicator 4.1.1: Lower secondary education – Mathematics Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, both sexes (%)

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4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Norway .. 86 78 .. .. 83 .. .. ..

Poland .. .. 86 .. .. 83 .. .. ..

Portugal .. .. 75 .. .. 76 .. .. ..

Republic of Moldova .. .. .. .. .. 50 .. .. ..

Romania .. 71 59 .. .. 60 .. .. ..

Russian Federation .. 95 76 .. .. 81 .. .. ..

Serbia .. .. 61 .. .. .. .. .. ..

Slovakia .. .. 73 .. .. 72 .. .. ..

Slovenia .. 93 80 .. .. 84 .. .. ..

Spain 82 .. 76 .. .. 78 .. .. ..

Sweden .. 89 73 .. .. 79 93 82 ..

Switzerland .. .. 88 .. .. 84 .. .. ..

Ukraine .. 81 .. .. .. .. .. .. ..

United Kingdom .. .. 78 .. .. 78 .. .. ..

United States of America .. 92 74 .. .. 71 .. .. ..


Argentina 44 .. 34 38 .. .. 38 .. ..

Brazil .. 100 32 .. .. 30 .. .. ..

Chile .. 57 48 60 60 63 .. .. ..

Colombia .. .. 26 .. .. 34 80 79 ..

Costa Rica 17 .. 40 .. .. 38 .. .. ..


Ecuador .. .. .. .. 36 52 43 .. ..

Guatemala .. .. .. 18 .. .. .. .. ..

Honduras .. 21 .. .. 66 66 61 .. ..

Jamaica .. .. .. .. 83 58 77 .. ..

Mexico .. .. 45 .. .. 43 .. 35 ..

Paraguay 76 .. .. .. .. 68 .. .. ..

Peru .. .. .. .. .. .. 28 .. ..

Puerto Rico .. .. .. .. .. 27 .. .. ..

Trinidad and Tobago .. .. .. .. .. 48 .. .. ..

Uruguay .. .. 44 .. .. 48 .. .. ..


Algeria .. .. .. .. .. 19 .. .. ..

Armenia .. 76 .. .. .. .. .. .. ..

Bahrain .. 53 .. .. .. 75 .. .. ..

Egypt .. .. .. .. .. 47 .. .. ..

Georgia .. 62 .. .. .. 43 .. .. ..

Israel .. 87 66 .. .. 68 .. .. ..

Jordan .. 55 31 .. .. 45 .. .. ..

Kuwait .. .. .. .. .. 45 .. .. ..

Lebanon .. 73 .. .. .. 71 .. .. ..

Morocco .. 36 .. .. .. 41 .. .. ..

Oman .. 39 .. .. .. 52 .. .. ..

Palestine .. 52 .. .. .. .. .. .. ..

Qatar .. 54 30 .. .. 64 .. .. ..

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4.1

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Saudi Arabia .. 47 .. .. .. 34 .. .. ..

Syrian Arab Republic .. 43 .. .. .. .. .. .. ..

Tunisia .. 61 32 .. .. 25 .. .. ..

Turkey .. 67 58 .. .. 70 .. .. ..

United Arab Emirates .. 73 54 .. .. 74 .. .. ..

Oceania

Australia .. 89 80 .. .. 78 .. .. ..

New Zealand .. 84 77 .. .. 78 .. .. ..

Sub-Saharan Africa

Botswana .. 50 .. .. .. 47 80 80 ..

Chad .. .. 33 .. .. .. .. .. ..

Ghana .. 21 .. .. .. .. .. .. ..

Mauritius .. .. .. .. 41 42 .. .. ..

Senegal .. .. .. .. .. .. 16 .. ..

Seychelles .. .. .. .. 76 86 79 .. ..

South Africa .. 24 8 12 10 34 .. .. ..


INFORMATION

What do these numbers represent?The percentage of students at the end of lower secondary education achieving minimum proficiency level in mathematics. Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. Currently, there are no common standards validated by the international community or countries. The data presented here are based on the MPL defined in each assessment.


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in South Africa in 2015, 34% of students at the end of lower secondary education achieved a minimum proficiency level in mathematics. Due to methodological differences between assessments, data from different countries and years may not be comparable.




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4.2


4.2.1Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex

100

90

80

70

60

50

40

30

20

10

0

%

38


Asia


Caribbean


Asia

WorldSub-Saharan Africa



4643

40

33 3128

14

0





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4.2

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh .. .. .. 64 .. .. .. .. ..

Bhutan 72 .. .. .. .. .. .. .. ..

Kazakhstan .. .. .. .. .. 86 .. .. ..

Kyrgyzstan .. .. .. .. 78 .. .. .. ..

Nepal .. .. .. .. 64 .. .. .. ..

Turkmenistan .. .. .. .. .. .. 91 .. ..


Cambodia .. .. .. .. 68 .. .. .. ..

Lao People's Democratic Republic .. .. 81 .. .. .. .. .. ..

Mongolia .. .. .. 76 .. .. .. .. ..

Thailand .. .. .. .. .. .. 91 .. ..

Viet Nam .. .. .. .. 89 .. .. .. ..


Belarus .. .. 94 .. .. .. .. .. ..

Bosnia and Herzegovina .. .. 96 .. .. .. .. .. ..

Montenegro .. .. .. 94 .. .. .. .. ..

North Macedonia .. 93 .. .. .. .. .. .. ..

Republic of Moldova .. .. 84 .. .. .. .. .. ..

Serbia .. .. .. .. 95 .. .. .. ..

Ukraine .. .. 89 .. .. .. .. .. ..


Argentina .. .. 85 .. .. .. .. .. ..

Barbados .. .. 97 .. .. .. .. .. ..

Belize .. .. .. .. .. 83 .. .. ..

Costa Rica .. 81 .. .. .. .. .. .. ..

Cuba .. .. .. .. 89 .. .. .. ..

Dominican Republic .. .. .. .. 84 .. .. .. ..

El Salvador .. .. .. .. 81 .. .. .. ..

Guyana .. .. .. .. 86 .. .. .. ..

Honduras .. .. 80 .. .. .. .. .. ..

Jamaica .. 89 .. .. .. .. .. .. ..

Mexico .. .. .. .. .. 82 .. .. ..

Panama .. .. .. 80 .. .. .. .. ..

Paraguay .. .. .. .. .. .. 82 .. ..

Saint Lucia .. .. 91 .. .. .. .. .. ..

Suriname 71 .. .. .. .. .. .. .. ..

Trinidad and Tobago .. 91 .. .. .. .. .. .. ..

Uruguay .. .. .. 87 .. .. .. .. ..


Algeria .. .. .. 70 .. .. .. .. ..

Georgia .. .. .. .. .. 88 .. .. ..

Iraq .. 72 .. .. .. .. .. .. ..

Jordan .. .. 69 .. .. .. .. .. ..

Oman .. .. .. .. 68 .. .. .. ..

Palestine .. .. .. .. 72 .. .. .. ..

Table 7. SDG Indicator 4.2.1Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being (%)

TA

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4.2

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Qatar .. .. 84 .. .. .. .. .. ..

Tunisia .. .. 76 .. .. .. .. .. ..

Sub-Saharan Africa

Benin .. .. .. .. 61 .. .. .. ..

Cameroon .. .. .. .. 61 .. .. .. ..

Central African Republic 47 .. .. .. .. .. .. .. ..

Chad .. .. .. .. .. 33 .. .. ..

Congo .. .. .. .. .. 61 .. .. ..

Côte d'Ivoire .. .. .. .. .. .. 63 .. ..

Democratic Republic of the Congo .. .. .. .. 66 .. .. .. ..

Eswatini .. .. .. .. 65 .. .. .. ..

Gambia 68 .. .. .. .. .. .. .. ..

Ghana .. 74 .. .. .. .. .. .. ..

Guinea .. .. .. .. .. .. 49 .. ..

Guinea-Bissau .. .. .. .. 61 .. .. .. ..

Malawi .. .. .. .. 60 .. .. .. ..

Mali .. .. .. .. .. 62 .. .. ..

Mauritania .. .. .. .. .. 60 .. .. ..

Nigeria .. .. .. .. .. .. .. 61 ..

Rwanda .. .. .. .. .. 63 .. .. ..

Sao Tome and Principe .. .. .. .. 55 .. .. .. ..

Sierra Leone 45 .. .. .. .. .. .. .. ..

Togo .. .. .. .. 51 .. .. .. ..

Uganda .. .. .. .. .. .. 65 .. ..

Zimbabwe .. .. .. .. 62 .. .. .. ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: Early Childhood Development Index from UNICEF’s Multiple Indicator Cluster Surveys (MICS) and USAID’s Demographic and Health Surveys (DHS).

INFORMATION

What do these numbers represent?The percentage of children aged 36 to 59 months who are developmentally on track in at least three of the following four domains, as defined by ECDI: • Literacy-numeracy: can identify at least 10 letters of the alphabet, read 4 simple words and recognise and name all numbers from

1 to 10.• Physical: can pick up small objects easily and are generally well enough to play.• Socio-emotional: can undertake simple activities independently, get along with other children and do not usually kick, bite or hit

other children or adults.• Learning: can participate in any type of organized learning including early childhood education, kindergarten or community care.

Where do these numbers come from?Sources: National household surveys, including Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS) and UNICEF-University of York Welfare Monitoring Survey in Georgia. Data are analysed by UNICEF.

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Zimbabwe in 2014, 62% of children aged 36-59 months were developmentally on track.




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4.2


4.2.2Participation rate in organized learning (one year before the official primary entry age), by sex

%


Asia


Caribbean


Asia


Oceania Central and Southern Asia


8276 76 74 72 71 71

57

100

90

80

70

60

50

40

30

20

10

0


Notes: The percentage of countries with data available for each indicator is calculated based on the number of countries in each region where an indicator has at least one available data point between 2010 and 2018. The regional grouping is based on SDG regions: https://unstats.un.org/sdgs/indicators/regional-groups/The indicator is also available based on household survey data. For data tables, please visit the UIS database: http://data.uis.unesco.org Source: UIS Database, February 2019 release.

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4.2

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh 35 .. .. .. .. .. .. .. ..

Iran (Islamic Republic of) .. .. .. 36 38 47 49 .. ..

Kazakhstan .. .. .. .. .. .. .. 73 64

Kyrgyzstan 54 56 65 66 68 69 72 95 ..

Maldives .. .. .. .. .. 93 98 98 ..

Nepal .. 78 87 78 83 80 84 85 ..

Tajikistan 8 10 11 10 10 11 14 13 ..

Uzbekistan 34 33 33 33 30 31 30 37 ..


Brunei Darussalam 99 99 100 98 100 98 90 95 ..

Cambodia 37 .. 43 .. .. .. .. .. ..

China, Hong Kong SAR .. .. 100 100 100 99 100 100 ..

China, Macao SAR 88 95 99 99 98 92 92 94 ..

Indonesia .. .. .. 100 99 .. 96 97 ..

Lao People's Democratic Republic .. 38 43 48 53 55 61 63 ..

Malaysia 86 .. 95 93 96 99 .. .. ..

Mongolia 98 97 89 96 99 93 91 96 ..

Philippines .. .. .. .. .. 85 80 .. ..

Republic of Korea .. .. .. 98 94 91 96 .. ..

Thailand 99 100 .. .. 100 96 .. 97 ..

Timor-Leste .. .. .. 48 50 59 57 33 ..

Viet Nam 90 93 91 .. 97 99 .. 99 ..


Albania 74 79 86 .. .. 89 .. .. ..

Austria 97 98 98 96 97 97 99 100 ..

Belarus 93 93 97 99 99 98 99 97 ..

Belgium 100 100 100 100 100 99 100 .. ..

Bermuda .. 53 61 .. .. .. .. .. ..

Bulgaria 94 95 93 92 93 93 95 .. ..

Croatia 90 94 98 95 95 97 95 .. ..

Czechia 92 92 91 95 95 94 92 .. ..

Denmark 99 99 100 99 98 96 98 .. ..

Estonia 91 92 92 92 94 93 91 .. ..

Finland 100 99 99 100 98 98 99 .. ..

France 100 100 100 100 100 100 100 .. ..

Greece 91 94 94 90 92 94 89 .. ..

Hungary 94 93 95 .. .. 94 91 .. ..

Iceland .. 96 97 94 98 100 99 .. ..

Ireland .. .. 98 98 98 97 98 .. ..

Italy 100 99 99 99 99 98 98 .. ..

Latvia 97 97 97 97 97 97 97 98 ..

Liechtenstein 96 99 98 .. 100 98 100 .. ..

Lithuania 100 99 100 96 97 98 99 .. ..

Luxembourg 95 95 98 98 99 99 99 .. ..

Malta .. 100 99 99 100 97 98 .. ..

Montenegro .. .. 50 .. .. 66 63 69 ..

Netherlands .. 94 94 94 98 100 99 .. ..

Table 8. SDG Indicator 4.2.2Participation rate in organized learning one year before the official primary entry age, both sexes (%)

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4.2

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

North Macedonia 33 .. 36 38 40 44 .. .. ..

Norway 99 99 100 99 99 100 98 96 ..

Poland 94 96 98 89 99 99 100 .. ..

Portugal 95 99 97 95 98 96 100 .. ..

Republic of Moldova 93 92 91 93 97 96 93 94 ..

Romania 97 98 99 .. .. 91 88 .. ..

Russian Federation .. 89 83 85 89 95 96 .. ..

San Marino 85 86 94 .. .. .. .. .. ..

Serbia .. .. .. 100 98 96 93 97 ..

Slovakia 85 85 82 81 82 84 82 .. ..

Slovenia 92 91 94 93 96 94 95 .. ..

Spain .. .. .. 99 100 97 96 .. ..

Sweden 100 98 98 98 98 98 99 .. ..

Switzerland 99 99 100 100 100 99 100 .. ..

United Kingdom .. 100 100 97 100 98 100 .. ..

United States of America .. .. 93 90 90 91 91 .. ..


Antigua and Barbuda .. .. .. .. 85 96 .. 87 ..

Argentina 98 95 95 96 99 99 99 .. ..

Aruba 97 .. .. 99 100 .. .. .. ..

Barbados 91 85 .. .. 94 95 83 90 ..

Belize 79 82 84 89 93 84 85 84 ..

Bolivia (Plurinational State of) 75 78 77 81 84 86 92 92 ..

Brazil .. 91 91 90 92 91 97 .. ..

British Virgin Islands .. 98 .. .. 100 92 84 .. ..

Chile 86 86 89 92 95 96 97 97 ..

Colombia 84 84 85 86 86 .. .. 87 ..

Costa Rica .. 94 92 93 93 93 89 .. ..

Cuba 98 95 .. .. 99 100 100 100 ..

Dominica 88 .. .. .. .. 71 .. .. ..

Dominican Republic 76 75 72 78 81 86 85 87 ..

Ecuador 90 95 94 98 99 98 98 .. ..

El Salvador 84 84 81 82 87 84 82 81 ..

Grenada 98 .. .. .. .. .. 82 84 ..

Guatemala 85 81 76 76 78 80 78 81 ..

Guyana 86 88 92 .. .. .. .. .. ..

Honduras .. .. .. 75 83 76 80 82 ..

Jamaica .. .. .. 100 96 96 98 96 ..

Mexico 99 99 99 99 99 99 99 99 ..

Nicaragua 88 .. .. .. .. .. .. .. ..

Panama 77 77 80 81 80 79 73 .. ..

Paraguay 83 .. 78 .. .. .. 71 .. ..

Peru 100 89 85 94 99 99 98 96 97

Puerto Rico 68 97 83 83 52 54 51 .. ..

Saint Lucia 78 74 82 94 98 94 99 96 ..

Saint Vincent and the Grenadines .. .. .. 100 85 91 90 94 ..

Suriname 84 82 86 92 95 98 97 91 ..

Uruguay 100 .. .. 96 97 97 97 .. ..

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4.2

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Venezuela (Bolivarian Republic of) 73 77 76 79 89 92 85 82 ..


Algeria 89 .. .. .. .. .. .. .. ..

Azerbaijan 30 32 33 32 27 28 25 61 ..

Bahrain .. 77 72 76 82 82 83 77 ..

Cyprus 98 97 95 97 92 95 .. .. ..

Egypt .. 30 35 .. 40 .. 40 38 ..

Israel 100 100 100 100 99 99 100 99 ..

Kuwait .. .. 94 89 84 .. 79 76 ..

Lebanon 98 98 98 97 97 94 91 96 ..

Morocco 65 65 64 67 71 52 47 54 ..

Oman .. 57 57 72 80 81 86 83 ..

Palestine 41 52 47 52 57 65 .. 62 ..

Qatar .. .. .. 81 86 91 93 93 ..

Saudi Arabia .. .. .. 15 15 38 .. 48 ..

Syrian Arab Republic 52 62 60 39 .. .. .. .. ..

Turkey .. .. .. 73 70 69 66 .. ..

United Arab Emirates 94 92 90 88 .. .. .. .. ..

Yemen 5 .. .. 4 .. .. .. .. ..

Oceania

Australia 53 68 75 81 83 87 91 87 ..

Cook Islands .. .. .. 99 95 94 99 .. ..

Marshall Islands .. .. .. .. .. 65 66 .. ..

Micronesia (Federated States of) .. .. .. .. .. 76 .. .. ..

Nauru .. .. 81 .. .. .. 75 .. ..

New Zealand .. .. .. .. 91 93 92 96 ..

Niue .. .. .. .. .. 56 .. .. ..

Palau .. .. .. .. 90 .. .. .. ..

Papua New Guinea .. .. .. .. .. .. 74 .. ..

Samoa 26 28 25 .. 29 30 32 37 ..

Solomon Islands .. .. .. 59 63 65 .. .. ..

Tokelau .. .. .. .. .. .. 88 .. ..

Tuvalu .. .. .. .. .. 96 97 .. ..

Sub-Saharan Africa

Angola .. .. .. .. .. .. 66 .. ..

Benin .. 68 62 .. .. .. 88 .. ..

Botswana .. .. 30 28 34 .. .. .. ..

Burkina Faso .. 2 .. 10 9 9 13 17 ..

Burundi 20 .. .. .. .. .. .. 42 ..

Cabo Verde 75 79 77 78 77 76 81 80 ..

Cameroon .. 41 44 .. 49 52 51 46 ..

Central African Republic .. 6 .. .. .. .. .. .. ..

Chad .. .. .. .. .. 9 10 .. ..

Comoros .. .. .. .. .. .. .. 39 ..

Congo 28 .. 22 .. .. .. .. .. ..

Côte d'Ivoire .. .. .. 20 19 .. 21 22 ..

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4.2

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Djibouti .. 7 .. .. .. .. 11 7 9

Equatorial Guinea .. 54 .. .. .. 44 .. .. ..

Eritrea 26 29 30 17 16 16 .. 17 ..

Eswatini .. 17 .. .. .. .. .. .. ..

Ethiopia 5 6 25 .. 35 38 .. .. ..

Ghana .. .. .. 86 .. .. .. 81 89

Guinea 23 30 .. 38 42 .. 41 .. ..

Lesotho .. .. .. 40 33 38 36 .. ..

Liberia .. .. .. .. 88 84 88 .. ..

Mali 51 52 .. 43 44 43 46 50 ..

Mauritius 92 91 98 98 95 95 94 91 ..

Namibia .. .. .. 67 .. .. .. 67 ..

Niger 23 22 20 24 .. .. 22 22 ..

Rwanda .. .. .. .. .. .. 40 42 ..

Sao Tome and Principe .. .. .. 48 46 54 .. .. ..

Senegal 14 15 16 16 18 17 20 19 ..

Seychelles 99 98 .. 97 97 97 97 98 ..

Sierra Leone .. .. 35 .. .. 33 30 36 ..

South Sudan .. 20 .. .. .. 19 .. .. ..

Uganda 32 .. .. .. .. .. .. .. ..

United Republic of Tanzania 39 .. 47 46 .. .. 43 52 ..

Zimbabwe .. .. 41 36 .. .. .. .. ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: UIS and UOE Surveys of Formal Education and UN Population Division’s World Population Prospects.

INFORMATION

What do these numbers represent?Percentage of children in a given age range who participate in one or more organized learning programmes, including programmes which offer a combination of education and care. Participation in early childhood education and in primary education are both included. The age range will vary by country depending on the official age for entry into primary education.

Where do these numbers come from?Sources: Enrolment data reported by Ministries of Education or national statistical offices and population estimates produced by the UN Population Division.

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Antigua and Barbuda in 2017, 87% of children aged 4 years were participating in one or more organized learning programme. The official age for entry into primary education in Antigua and Barbuda is 5.




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4.3


4.3.1Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

%


Asia


Caribbean


Asia




72

21

13 12 11 5

0 0

100

90

80

70

60

50

40

30

20

10

0




Source: UIS Database, February 2019 release.

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4.3

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Republic of Korea .. .. 50 .. .. .. .. .. ..

Singapore .. .. .. .. .. 57 .. .. ..


Albania .. .. .. .. .. .. 9 .. ..

Austria .. 48 .. .. .. .. 60 .. ..

Belgium .. 38 .. .. .. .. 45 .. ..

Bosnia and Herzegovina .. .. .. .. .. .. 9 .. ..

Bulgaria .. 26 .. .. .. .. 25 .. ..

Canada .. .. 58 .. .. .. .. .. ..

Croatia .. .. .. .. .. .. 32 .. ..

Czechia .. 37 .. .. .. .. 46 .. ..

Denmark .. 59 .. .. .. .. 50 .. ..

Estonia .. 50 .. .. .. .. 44 .. ..

Finland .. 56 .. .. .. .. 54 .. ..

France .. 51 .. .. .. .. 51 .. ..

Germany .. 50 .. .. .. .. 52 .. ..

Greece .. 12 .. .. .. .. 17 .. ..

Hungary .. 41 .. .. .. .. 56 .. ..

Ireland .. 24 .. .. .. .. .. .. ..

Italy .. 36 .. .. .. .. 42 .. ..

Latvia .. 32 .. .. .. .. 48 .. ..

Lithuania .. 29 .. .. .. .. 28 .. ..

Luxembourg .. 70 .. .. .. .. 48 .. ..

Malta .. 36 .. .. .. .. 36 .. ..

Netherlands .. 59 .. .. .. .. 64 .. ..

North Macedonia .. .. .. .. .. .. 13 .. ..

Norway .. 60 .. .. .. .. 60 .. ..

Poland .. 24 .. .. .. .. 26 .. ..

Portugal .. 44 .. .. .. .. 46 .. ..

Romania .. 8 .. .. .. .. 7 .. ..

Russian Federation .. .. 19 .. .. .. .. .. ..

Serbia .. 17 .. .. .. .. 20 .. ..

Slovakia .. 42 .. .. .. .. 46 .. ..

Slovenia .. 36 .. .. .. .. 46 .. ..

Spain .. 38 .. .. .. .. 43 .. ..

Sweden .. 72 .. .. .. .. 64 .. ..

Switzerland .. 66 .. .. .. .. 69 .. ..

United Kingdom .. 36 .. .. .. .. 52 .. ..

United States of America .. .. 59 .. .. .. .. .. ..


Chile .. .. .. .. .. 47 .. .. ..

Uruguay .. 62 58 57 59 59 58 .. ..

Table 9. SDG Indicator 4.3.1Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, both sexes (%)

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4.3

INFORMATION

What do these numbers represent?The percentage of youth and adults who have participated in a formal or non-formal education and training programme in the previous 12 months.

Where do these numbers come from?Source: National household surveys coordinated by the EU Adult Education Survey (AES, target population 25-64 years) and OECD Survey of Adult Skills (PIAAC, target population 16-65 years).

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Singapore in 2015, 57% of adults aged between 16 and 65 years participated in a formal or non-formal education and training programme.




Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Cyprus .. 42 .. .. .. .. 48 .. ..

Israel .. .. .. .. .. 53 .. .. ..

Turkey .. 18 .. .. .. .. 21 .. ..

Oceania

Australia .. .. 55 .. .. .. .. .. ..

New Zealand .. .. .. .. .. 67 .. .. ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: Eurostat’s Adult Education Survey (AES) and OECD’s Survey of Adult Skills (PIAAC).

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4.4


4.4.1Proportion of youth/adults with information and communications technology (ICT) skills, by type of skill

%


Asia


Caribbean


Asia




5347

26 2621 19

40

100

90

80

70

60

50

40

30

20

10

0




Source: UIS Database, February 2019 release.

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4.4

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Iran (Islamic Republic of) .. .. .. .. .. 29 .. .. ..

Kazakhstan .. .. .. .. .. 32 26 33 ..

Pakistan .. .. .. .. .. .. 7 .. ..


Brunei Darussalam .. .. .. .. .. .. 89 .. ..

Malaysia .. .. .. .. .. 51 .. 80 ..

Singapore .. .. .. .. .. 46 .. 78 ..


Andorra .. .. .. .. .. .. .. 65 ..

Austria .. .. .. .. .. 79 66 77 ..

Belgium .. .. .. .. .. .. 71 .. ..

Bulgaria .. .. .. .. .. .. 39 44 ..

Croatia .. .. .. .. .. .. 61 46 ..

Czechia .. .. .. .. .. .. 53 59 ..

Denmark .. .. .. .. .. .. 76 .. ..

Estonia .. .. .. .. .. .. 56 62 ..

France .. .. .. .. .. .. 56 .. ..

Germany .. .. .. .. .. 75 68 74 ..

Greece .. .. .. .. .. .. 56 .. ..

Hungary .. .. 57 .. .. .. 56 .. ..

Iceland .. .. .. .. 73 .. .. 73 ..

Ireland .. .. .. .. .. .. 40 .. ..

Italy .. .. .. .. .. .. 49 .. ..

Latvia .. .. .. .. .. .. 65 66 ..

Lithuania .. .. .. .. .. .. 56 58 ..

Luxembourg .. .. .. .. .. .. 79 .. ..

Malta .. .. .. .. .. .. 48 65 ..

Montenegro .. .. .. .. .. .. 69 95 ..

North Macedonia .. .. .. .. .. .. 40 .. ..

Norway .. .. .. .. .. .. 59 .. ..

Poland .. .. .. .. .. 46 51 52 ..

Portugal 53 57 57 .. 61 .. 49 50 ..

Romania .. .. .. .. .. .. 60 89 ..

Serbia .. .. .. .. .. 52 53 75 ..

Slovakia .. .. 85 .. 85 74 60 76 ..

Slovenia .. .. .. .. .. .. 53 69 ..

Spain .. .. .. .. .. .. 56 .. ..

Sweden .. .. .. .. .. .. 55 62 ..

Switzerland .. .. .. .. .. .. .. 62 ..

United Kingdom .. .. .. .. .. .. 64 .. ..


Aruba .. .. .. .. .. .. .. 52 ..

Brazil .. .. .. .. .. 26 .. .. ..

Table 10. SDG Indicator 4.4.1.aProportion of youth and adults who have copied or moved a file or folder (%)

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4.4

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Colombia .. .. .. .. .. .. 40 39 ..

Curaçao .. .. .. .. .. .. .. 26 ..


Jamaica .. .. .. .. .. 17 .. .. ..

Mexico .. .. .. .. .. .. 36 35 ..

Peru .. .. .. .. .. .. .. .. 86

Uruguay .. .. .. .. .. .. 76 .. ..


Azerbaijan .. .. .. .. 51 51 59 .. ..

Bahrain .. .. .. .. .. .. 82 .. ..

Cyprus .. .. .. .. .. .. 50 50 ..

Egypt .. .. .. .. .. 13 .. .. ..

Georgia .. .. .. .. .. .. .. 23 ..

Jordan .. .. .. .. .. .. 90 .. ..

Morocco .. .. .. .. .. .. 45 .. ..

Palestine .. .. .. .. 32 .. .. .. ..

Qatar .. .. .. .. .. 61 .. .. ..

Sudan .. .. .. .. .. .. 4 .. ..

Turkey .. .. .. .. .. .. 37 43 ..

United Arab Emirates .. .. .. .. .. .. 87 .. ..

Sub-Saharan Africa

Botswana .. .. .. .. 34 .. .. .. ..

Zimbabwe .. .. .. .. 5 .. .. .. ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: Eurostat and International Telecommunication Union (ITU).

INFORMATION

What do these numbers represent?The percentage of the population who declared that they can copy or move a file or a folder on a desktop computer, laptop (portable) computer or tablet (or similar handheld computer).

Where do these numbers come from?Source: National household surveys. The data are compiled by Eurostat and the International Telecommunications Union (ITU).

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in the Islamic Republic of Iran in 2015, 29% of the population declared that they can copy or move a file or folder on a desktop computer, laptop (portable) computer or tablet (or similar handheld computer).




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4.4

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018



Kazakhstan .. .. .. .. .. 14 12 18 ..



Indonesia .. .. .. .. .. .. .. .. 23

Malaysia .. .. .. .. .. 21 .. 69 ..

Republic of Korea .. .. .. .. .. .. 44 .. ..

Singapore .. .. .. .. .. 27 .. 54 ..


Belgium .. .. .. .. .. .. 46 .. ..

Bulgaria .. .. .. .. 20 .. .. .. ..

Czechia .. .. .. .. .. .. .. 35 ..

Hungary .. .. 33 .. .. .. .. .. ..

Iceland .. .. .. .. 66 .. .. .. ..

Portugal 8 42 43 .. 47 .. .. .. ..

Russian Federation .. .. .. .. .. .. 9 .. ..

Slovakia .. .. 50 .. 46 .. .. .. ..


Brazil .. .. .. .. .. 13 .. .. ..

Colombia .. .. .. .. .. .. 30 32 ..

Curaçao .. .. .. .. .. .. .. 14 ..


Jamaica .. .. .. .. .. 6 .. .. ..

Mexico .. .. .. .. .. .. 22 25 ..

Peru .. .. .. .. .. .. .. .. 41


Azerbaijan .. .. .. .. 9 10 13 .. ..

Bahrain .. .. .. .. .. .. 54 .. ..

Egypt .. .. .. .. .. 1 .. .. ..

Georgia .. .. .. .. .. .. .. 11 ..

Jordan .. .. .. .. .. .. 76 .. ..

Morocco .. .. .. .. .. .. 27 .. ..

Palestine .. .. .. .. 10 .. .. .. ..

Qatar .. .. .. .. .. 27 .. .. ..

Sudan .. .. .. .. .. .. 3 .. ..

Turkey .. .. .. .. .. .. .. 36 ..


Sub-Saharan Africa

Botswana .. .. .. .. 19 .. .. .. ..

Zimbabwe .. .. .. .. 2 .. .. .. ..


Table 11. SDG Indicator 4.4.1.bProportion of youth and adults who have connected and installed new devices (%)

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4.4

Table 11. SDG Indicator 4.4.1.bProportion of youth and adults who have connected and installed new devices (%)

INFORMATION

What do these numbers represent?The percentage of the population who have connected and installed new devices (e.g. modem, camera, printer).


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in the Islamic Republic of Iran in 2015, 5% of the population declared that they have connected and installed new devices.




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4.4

Table 12. SDG Indicator 4.4.1.cProportion of youth and adults who have created electronic presentations with presentation software (%)

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018



Kazakhstan .. .. .. .. .. 21 16 24 ..

Pakistan .. .. .. .. .. .. 2 .. ..



Malaysia .. .. .. .. .. 13 .. 29 ..

Singapore .. .. .. .. .. 27 .. 52 ..

Thailand .. .. .. .. 28 .. .. .. ..


Andorra .. .. .. .. .. .. .. 49 ..

Austria .. .. .. .. .. 50 44 50 ..

Belgium .. .. .. .. .. .. 35 .. ..

Bulgaria .. .. .. .. .. .. 14 15 ..

Croatia .. .. .. .. .. .. 41 25 ..

Czechia .. .. .. .. .. .. 24 25 ..

Denmark .. .. .. .. .. .. 60 .. ..

Estonia .. .. .. .. .. .. 34 .. ..

France .. .. .. .. .. .. 35 .. ..

Germany .. .. .. .. .. 44 39 44 ..

Greece .. .. .. .. .. .. 27 .. ..

Hungary .. .. 14 .. .. .. 25 .. ..

Iceland .. .. .. .. 58 .. .. 55 ..

Ireland .. .. .. .. .. .. 29 .. ..

Italy .. .. .. .. .. .. 31 .. ..

Latvia .. .. .. .. .. .. 24 24 ..

Lithuania .. .. .. .. .. .. 29 31 ..

Luxembourg .. .. .. .. .. .. 57 .. ..

Malta .. .. .. .. .. .. 30 41 ..

Montenegro .. .. .. .. .. 21 22 .. ..

North Macedonia .. .. .. .. .. .. 21 .. ..

Norway .. .. .. .. .. .. 50 .. 81

Poland .. .. .. .. .. 21 25 27 ..

Portugal .. .. .. .. .. .. 34 .. ..

Romania .. .. .. .. .. .. 13 20 ..

Russian Federation .. .. .. .. .. .. 9 .. ..

Serbia .. .. .. .. .. 25 25 35 ..

Slovakia .. .. 33 .. 29 39 32 45 ..

Slovenia .. .. .. .. .. .. 30 .. ..

Spain .. .. .. .. .. .. 38 .. ..

Sweden .. .. .. .. .. .. 33 49 ..

Switzerland .. .. .. .. .. .. .. 49 ..

United Kingdom .. .. .. .. .. .. 47 .. ..

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4.4

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Aruba .. .. .. .. .. .. .. 32 ..

Brazil .. .. .. .. .. 12 .. .. ..

Colombia .. .. .. .. .. .. 29 28 ..

Curaçao .. .. .. .. .. .. .. 18 ..


Jamaica .. .. .. .. .. 4 .. .. ..

Mexico .. .. .. .. .. .. 31 31 ..

Peru .. .. .. .. .. .. .. .. 43

Uruguay .. .. .. .. .. .. 51 .. ..


Azerbaijan .. .. .. .. 4 4 6 .. ..

Bahrain .. .. .. .. .. .. 52 .. ..

Cyprus .. .. .. .. .. .. 26 20 ..

Egypt .. .. .. .. .. 0 .. .. ..

Georgia .. .. .. .. .. .. .. 6 ..

Jordan .. .. .. .. .. .. 100 .. ..

Morocco .. .. .. .. .. .. 16 .. ..

Palestine .. .. .. .. 25 .. .. .. ..

Qatar .. .. .. .. .. 26 .. .. ..

Sudan .. .. .. .. .. .. 2 .. ..

Turkey .. .. .. .. .. .. 24 28 ..


Sub-Saharan Africa

Botswana .. .. .. .. 12 .. .. .. ..

Zimbabwe .. .. .. .. 2 .. .. .. ..


INFORMATION

What do these numbers represent?The percentage of the population who have created electronic presentations with presentation software (including text, images, sound, video or charts).


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in the Islamic Republic of Iran in 2015, 7% of the population declared that they have created electronic presentations with presentation software.




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4.5.1Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

For data tables on this indicator, please visit the UIS database (http://data.uis.unesco.org).

%


Asia


Caribbean


Asia




4337

35 34 34 33 31

23

100

90

80

70

60

50

40

30

20

10

0





4.5

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4.6


4.6.1Proportion of the population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

%


Asia


Caribbean


Asia




44

21 19 18

128 7

3

100

90

80

70

60

50

40

30

20

10

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4.6

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh .. 51 .. .. .. .. .. .. ..

Sri Lanka .. .. 87 .. .. .. .. .. ..


Lao People's Democratic Republic .. .. 74 .. .. .. .. .. ..

Philippines .. .. .. 94 .. .. .. .. ..


Singapore .. .. .. .. .. 74 .. .. ..

Viet Nam .. .. 95 .. .. .. .. .. ..


Austria .. .. 84 .. .. .. .. .. ..

Belgium .. .. 85 .. .. .. .. .. ..

Canada .. .. 83 .. .. .. .. .. ..

Czechia .. .. 88 .. .. .. .. .. ..

Denmark .. .. 84 .. .. .. .. .. ..

Estonia .. .. 87 .. .. .. .. .. ..

Finland .. .. 89 .. .. .. .. .. ..

France .. .. 78 .. .. .. .. .. ..

Germany .. .. 82 .. .. .. .. .. ..

Greece .. .. .. .. .. 73 .. .. ..

Ireland .. .. 82 .. .. .. .. .. ..

Italy .. .. 72 .. .. .. .. .. ..

Lithuania .. .. .. .. .. 84 .. .. ..

Netherlands .. .. 88 .. .. .. .. .. ..

Norway .. .. 87 .. .. .. .. .. ..

Poland .. .. 81 .. .. .. .. .. ..


Slovakia .. .. 88 .. .. .. .. .. ..

Slovenia .. .. .. .. .. 75 .. .. ..

Spain .. .. 72 .. .. .. .. .. ..

Sweden .. .. 87 .. .. .. .. .. ..



Bolivia (Plurinational State of) .. .. 84 .. .. .. .. .. ..

Chile .. .. .. .. .. 46 .. .. ..

Colombia .. .. 96 .. .. .. .. .. ..

Peru .. .. .. .. .. 77 63 .. ..

Uruguay 98 98 98 98 99 99 99 .. ..


Armenia .. .. .. 99 .. .. .. .. ..

Cyprus .. .. 86 .. .. .. .. .. ..

Georgia .. .. .. 96 .. .. .. .. ..

Israel .. .. .. .. .. 72 .. .. ..

Table 13. SDG Indicator 4.6.1 – Literacy Proportion of population achieving at least a fixed level of proficiency in functional literacy skills, both sexes (%)

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4.6

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Palestine .. 69 .. .. .. .. .. .. ..

Turkey .. .. .. .. .. 53 .. .. ..

Oceania

Australia .. .. 87 .. .. .. .. .. ..

New Zealand .. .. .. .. .. 88 .. .. ..

Sub-Saharan Africa

Ghana .. .. .. 50 .. .. .. .. ..

South Africa .. .. .. .. .. .. .. 87 ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: OECD’s Programme for the International Assessment of Adult Competencies (PIAAC), World Bank’s STEP Skills Measurement Programme (STEP) and national assessments.

INFORMATION

What do these numbers represent?The percentage of the population (aged 15 years or older) who have achieved or exceeded a given level of proficiency in literacy.

Where do these numbers come from?Source: National household surveys coordinated by the OECD Programme for the International Assessment of Adult Competencies (PIAAC), the World Bank’s Skills Towards Employment and Productivity (STEP) programme, and national assessments.

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Ghana in 2013, 50% of the population had achieved or exceeded a minimum proficiency level in literacy.




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4.6

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018



Singapore .. .. .. .. .. 72 .. .. ..


Austria .. .. 85 .. .. .. .. .. ..

Belgium .. .. 86 .. .. .. .. .. ..

Canada .. .. 77 .. .. .. .. .. ..

Czechia .. .. 87 .. .. .. .. .. ..

Denmark .. .. 86 .. .. .. .. .. ..

Estonia .. .. 86 .. .. .. .. .. ..

Finland .. .. 87 .. .. .. .. .. ..

France .. .. 72 .. .. .. .. .. ..

Germany .. .. 81 .. .. .. .. .. ..

Greece .. .. .. .. .. 71 .. .. ..

Ireland .. .. 75 .. .. .. .. .. ..

Italy .. .. 68 .. .. .. .. .. ..

Lithuania .. .. .. .. .. 82 .. .. ..

Netherlands .. .. 86 .. .. .. .. .. ..

Norway .. .. 85 .. .. .. .. .. ..

Poland .. .. 77 .. .. .. .. .. ..


Slovakia .. .. 86 .. .. .. .. .. ..

Slovenia .. .. .. .. .. 74 .. .. ..

Spain .. .. 69 .. .. .. .. .. ..

Sweden .. .. 85 .. .. .. .. .. ..



Chile .. .. .. .. .. 38 .. .. ..

Peru .. .. .. .. .. 77 63 .. ..


Cyprus .. .. 81 .. .. .. .. .. ..

Israel .. .. .. .. .. 68 .. .. ..

Palestine .. 64 .. .. .. .. .. .. ..

Turkey .. .. .. .. .. 49 .. .. ..

Oceania

Australia .. .. 80 .. .. .. .. .. ..

New Zealand .. .. .. .. .. 81 .. .. ..

Sub-Saharan Africa

South Africa .. .. .. .. .. .. .. 98 ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) and national assessments.

Table 14. SDG Indicator 4.6.1 – Numeracy Proportion of population achieving at least a fixed level of proficiency in functional numeracy skills, both sexes (%)

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4.6

INFORMATION

What do these numbers represent?The percentage of the population (aged 15 years or older) who have achieved or exceeded a given level of proficiency in numeracy.

Where do these numbers come from?Source: National household surveys coordinated by the OECD Programme for the International Assessment of Adult Competencies (PIAAC) and national assessments.

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in New Zealand in 2015, 81% of the population had achieved or exceeded a minimum proficiency level in numeracy.




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4.a


4.a.1Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)

The following data table presents only the proportion of schools with access to (b) the Internet for pedagogical purposes as an example to elaborate this global indicator. For indicators on access to other school services, please visit the UIS database (http://data.uis.unesco.org).

%


Asia


Caribbean


Asia




5350 50

47 47 47 45

32

100

90

80

70

60

50

40

30

20

10

0





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4.a

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh .. .. .. .. .. .. 4 .. ..

Bhutan .. .. n .. .. 45 .. .. ..

Iran (Islamic Republic of) .. .. 11 .. .. .. .. .. ..

Kyrgyzstan .. .. .. .. .. .. .. 41 ..

Maldives .. .. .. .. .. .. .. 100 ..

Uzbekistan .. .. .. .. .. .. .. 91 ..


China .. .. .. .. .. .. 86 93 ..

China, Hong Kong SAR .. .. .. .. .. .. 99 99 ..

China, Macao SAR .. .. .. .. .. .. 100 100 ..

Malaysia .. 90 .. .. .. .. 99 100 ..

Mongolia .. .. .. .. .. .. 71 .. ..

Myanmar .. .. .. .. .. .. .. 0 ..

Republic of Korea 100 100 100 100 100 100 100 .. ..

Thailand .. 99 .. .. .. .. .. .. ..


Andorra .. .. .. .. .. .. 100 100 ..

Belarus .. .. .. .. .. .. 99 100 ..

Belgium .. .. 100 100 100 100 100 .. ..

Bermuda .. .. .. .. .. .. 100 .. ..

Denmark 100 100 100 100 100 100 100 .. ..

Estonia 100 100 100 100 100 100 100 .. ..

Finland 100 100 100 100 100 100 100 100 ..

France .. .. .. .. .. 97 98 .. ..

Gibraltar .. .. .. .. .. .. 100 100 ..

Hungary 100 100 100 100 100 100 100 .. ..

Italy .. .. .. .. .. .. 70 .. ..

Latvia .. .. .. .. .. .. 100 .. ..

Monaco .. .. .. .. .. .. 100 100 ..

Netherlands 100 100 100 100 100 100 100 .. ..

Norway 100 100 100 100 100 100 100 .. ..

Poland 100 100 100 100 100 100 100 .. ..

Portugal 100 100 100 100 100 100 100 .. ..

Republic of Moldova .. .. .. .. .. .. 89 85 ..

Slovakia .. .. .. .. 100 100 100 .. ..

Slovenia 100 100 100 100 100 100 100 .. ..

Spain 100 100 100 100 100 100 100 .. ..

Switzerland .. 100 100 100 100 100 100 .. ..

Ukraine .. .. .. .. .. .. 41 48 ..

United States of America .. .. .. .. .. 100 .. .. ..


Anguilla 75 .. .. .. .. .. .. .. ..

Argentina .. .. .. .. .. 37 38 .. ..

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Table 15. SDG Indicator 4.a.1(b) – Primary education Proportion of primary schools with access to Internet for pedagogical purposes (%)

4.a

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Brazil 32 .. .. .. .. .. .. .. ..

British Virgin Islands 100 .. .. .. .. .. 63 100 ..

Cayman Islands 77 .. .. .. .. .. .. .. 100

Colombia .. .. .. .. .. .. 44 39 ..

Costa Rica .. .. .. .. .. .. 22 .. ..

Dominica .. .. .. .. .. .. 100 .. ..

Dominican Republic .. .. .. .. .. .. 23 .. ..

Ecuador .. .. .. .. .. .. 37 .. ..

El Salvador .. .. .. .. .. .. 27 36 ..

Grenada .. .. .. .. .. .. .. 100 ..

Guatemala .. .. .. .. .. .. 9 .. ..

Honduras .. .. .. .. .. .. 16 .. ..

Jamaica .. .. .. .. .. .. 84 84 ..

Mexico 32 .. .. .. .. 38 39 .. ..

Montserrat 50 .. .. .. .. .. 100 .. ..

Paraguay .. .. .. .. .. .. 5 .. ..

Peru .. .. .. .. .. .. 39 38 41

Saint Kitts and Nevis 100 .. .. .. .. .. .. .. ..

Saint Lucia 100 .. .. .. .. .. 99 99 ..

Saint Vincent and the Grenadines 55 .. .. .. .. .. 100 100 ..

Turks and Caicos Islands 6 .. .. .. .. .. .. .. ..

Uruguay .. .. .. .. .. 100 100 .. ..


Azerbaijan .. .. .. .. .. .. 49 53 ..

Bahrain .. .. .. .. .. .. 100 100 ..

Egypt .. .. .. .. .. .. 48 .. ..

Georgia .. .. .. .. .. .. 100 100 ..

Israel .. .. .. .. 85 85 85 .. ..

Jordan .. 71 .. .. .. .. .. 67 ..

Morocco .. .. .. .. .. .. .. 79 ..

Oman .. 71 .. .. .. .. .. .. ..

Palestine .. .. .. .. .. .. 37 57 ..

Qatar .. 62 .. .. .. .. 100 100 ..

Saudi Arabia .. .. .. .. .. .. .. 100 ..

Tunisia .. .. .. .. .. .. 58 .. ..

Oceania

Australia 100 100 100 100 100 100 100 .. ..

Cook Islands .. .. .. .. .. .. 100 .. ..

Marshall Islands .. .. .. .. .. .. 26 .. ..

Niue .. .. .. .. .. .. 100 .. ..

Samoa .. .. .. .. .. .. .. 14 ..

Sub-Saharan Africa

Angola .. .. .. .. .. .. 3 .. ..

Burkina Faso .. .. .. .. .. .. n .. ..

Burundi .. .. .. .. .. .. n n ..

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4.a

INFORMATION

What do these numbers represent?The percentage of primary schools with access to the Internet for pedagogical purposes, i.e. Internet that is available for enhancing teaching and learning and is accessible by pupils.

Where do these numbers come from?Source: Administrative data from schools and other providers of education and training. The data are compiled by the UIS.

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Seychelles in 2017, 86% of primary schools had access to the Internet for pedagogical purposes.




Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Cabo Verde .. .. .. .. .. .. .. 9 ..

Comoros .. .. .. .. .. .. .. 8 ..

Democratic Republic of the Congo .. .. .. .. .. n .. .. ..

Eswatini .. .. .. .. .. .. 16 .. ..

Ghana .. .. .. .. .. .. .. .. 8

Guinea .. .. .. .. .. .. n .. ..

Mauritius .. .. .. 56 49 41 38 35 ..

Niger .. .. .. .. .. .. n .. ..

Rwanda .. 6 6 7 8 9 10 25 ..

Senegal .. .. .. .. .. .. 9 17 ..

Seychelles .. .. .. .. .. .. 96 86 ..

Sierra Leone .. .. .. .. .. .. .. 0 ..

Zambia .. .. .. .. .. .. 4 6 ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: UIS and UOE Surveys of Formal Education

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4.a

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh .. .. .. .. .. .. 82 .. ..


Kyrgyzstan .. .. .. .. .. .. .. 41 ..

Maldives .. .. .. .. .. .. .. 100 ..

Uzbekistan .. .. .. .. .. .. .. 89 ..


China .. .. .. .. .. .. 97 98 ..


China, Macao SAR .. .. .. .. .. .. 100 100 ..

Indonesia .. .. .. .. .. .. .. 30 ..

Malaysia .. 98 .. .. .. .. 100 100 ..

Mongolia .. .. .. .. .. .. 78 .. ..

Myanmar .. .. .. .. .. .. .. 1 ..


Thailand .. 100 .. .. .. .. .. .. ..


Andorra .. .. .. .. .. .. 100 100 ..

Belarus .. .. .. .. .. .. 100 100 ..

Belgium .. .. 100 100 100 100 100 .. ..

Bermuda .. .. .. .. .. .. 100 .. ..

Denmark 100 100 100 100 100 100 100 .. ..

Estonia 100 100 100 100 100 100 100 .. ..

Finland 100 100 100 100 100 100 100 100 ..

France .. .. .. .. .. 99 99 .. ..

Gibraltar .. .. .. .. .. .. 100 100 ..

Hungary 100 100 100 100 100 100 100 .. ..

Italy .. .. .. .. .. .. 85 .. ..

Latvia .. .. .. .. .. .. 100 .. ..

Monaco .. .. .. .. .. .. 100 100 ..

Netherlands 100 100 100 100 100 100 100 .. ..

Norway 100 100 100 100 100 100 100 .. ..

Poland 100 100 100 100 100 100 100 .. ..

Portugal 100 100 100 100 100 100 100 .. ..


Slovakia .. .. .. .. 100 100 100 .. ..

Slovenia 100 100 100 100 100 100 100 .. ..

Spain 100 100 99 100 100 100 100 .. ..

Switzerland .. 100 100 100 100 100 100 .. ..

Ukraine .. .. .. .. .. .. 80 85 ..



Anguilla 100 .. .. .. .. .. .. .. ..

Antigua and Barbuda .. .. .. .. .. .. .. 91 ..

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Table 16. SDG Indicator 4.a.1(b) – Lower secondary education Proportion of lower secondary schools with access to Internet for pedagogical purposes (%)

4.a

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Argentina .. .. .. .. .. 54 53 .. ..

Brazil 62 .. .. .. .. .. .. .. ..

British Virgin Islands 100 .. .. .. .. .. 100 100 ..

Cayman Islands .. .. .. .. .. .. .. .. 100

Colombia .. .. .. .. .. .. 76 68 ..

Costa Rica .. .. .. .. .. .. 51 .. ..

Dominica .. .. .. .. .. .. 93 .. ..

Ecuador .. .. .. .. .. .. 65 .. ..

El Salvador .. .. .. .. .. .. 43 39 ..

Grenada .. .. .. .. .. .. 100 100 ..

Guatemala .. .. .. .. .. .. 36 .. ..

Jamaica .. .. .. .. .. .. 47 47 ..

Mexico 39 .. .. .. .. 55 55 .. ..

Montserrat 100 .. .. .. .. .. 100 .. ..

Paraguay .. .. .. .. .. .. 18 .. ..

Peru .. .. .. .. .. .. 71 71 74

Saint Kitts and Nevis 100 .. .. .. .. .. 100 .. ..

Saint Lucia 100 .. .. .. .. .. 100 100 ..

Saint Vincent and the Grenadines 100 .. .. .. .. .. 100 100 ..

Turks and Caicos Islands 100 .. .. .. .. .. .. .. ..

Uruguay .. .. .. .. .. 100 100 .. ..


Azerbaijan .. .. .. .. .. .. 53 57 ..

Bahrain .. .. .. .. .. .. 100 100 ..

Egypt .. .. .. .. .. .. 50 .. ..

Georgia .. .. .. .. .. .. 100 100 ..

Israel .. .. .. .. 85 85 85 .. ..

Jordan .. 81 .. .. .. .. .. 85 ..

Morocco .. .. .. .. .. .. .. 88 ..

Oman .. 87 .. .. .. .. .. .. ..

Palestine .. .. .. .. .. .. 60 70 ..

Qatar .. 53 .. .. .. .. 100 100 ..

Saudi Arabia .. .. .. .. .. .. .. 100 ..

Oceania

Australia 100 100 100 100 100 100 100 .. ..

Cook Islands .. .. .. .. .. .. 100 .. ..

Niue .. .. .. .. .. .. 100 .. ..

Samoa .. .. .. .. .. .. .. 1 ..

Solomon Islands .. .. .. .. .. .. 13 .. ..

Sub-Saharan Africa

Angola .. .. .. .. .. .. 13 .. ..

Botswana .. .. 100 .. .. .. .. .. ..

Burkina Faso .. .. .. .. .. .. 3 .. ..

Burundi .. .. .. .. .. .. n n ..

Cabo Verde .. .. .. .. .. .. 100 100 ..

Cameroon .. .. .. .. .. .. 19 .. ..

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4.a

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Comoros .. .. .. .. .. .. .. 10 ..


Eswatini .. .. .. .. .. .. 69 .. ..

Ghana .. .. .. .. .. .. .. .. 19

Guinea .. .. .. .. .. .. n .. ..

Liberia .. .. .. .. .. .. 2 .. ..

Mauritius .. .. .. 97 97 99 95 94 ..

Niger .. .. .. .. .. .. n .. ..

Rwanda .. 17 17 18 23 28 33 .. ..

Senegal .. .. .. .. .. .. .. 83 ..

Seychelles .. .. .. .. .. .. 100 93 ..

Sierra Leone .. .. .. .. .. .. .. 2 ..


INFORMATION

What do these numbers represent?The percentage of lower secondary schools with access to the Internet for pedagogical purposes, i.e. Internet that is available for enhancing teaching and learning and is accessible by students.


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Bangladesh in 2016, 82% of lower secondary schools had access to the Internet for pedagogical purposes.




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4.a

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh .. .. .. .. .. .. 82 83 ..

Bhutan .. .. .. .. .. 97 .. .. ..

India .. .. .. .. .. .. 40 47 ..


Kyrgyzstan .. .. .. .. .. .. 48 46 ..

Maldives .. .. .. .. .. .. .. 100 ..

Sri Lanka .. .. .. .. .. .. .. 19 ..

Uzbekistan .. .. .. .. .. .. .. 97 ..


China .. .. .. .. .. .. 96 97 ..


China, Macao SAR .. .. .. .. .. .. 100 100 ..

Indonesia .. .. .. .. .. .. .. 85 ..

Malaysia .. 95 .. .. .. .. 100 100 ..

Mongolia .. .. .. .. .. .. 89 .. ..

Myanmar .. .. .. .. .. .. .. 12 ..


Thailand .. 89 .. .. .. .. .. .. ..


Albania .. .. .. .. .. .. .. 76 ..

Andorra .. .. .. .. .. .. 100 100 ..

Belarus .. .. .. .. .. .. 100 100 ..

Belgium .. .. 100 100 100 100 100 .. ..

Bermuda .. .. .. .. .. .. 100 .. ..

Denmark .. .. .. .. .. 100 .. .. ..

Estonia 100 100 100 100 100 100 100 .. ..

Finland 100 100 100 100 100 100 100 100 ..

France .. .. .. .. .. 98 98 .. ..

Gibraltar .. .. .. .. .. .. 100 100 ..

Hungary 95 95 95 95 95 95 95 .. ..

Italy .. .. .. .. .. .. 92 .. ..

Latvia .. .. .. .. .. .. 100 .. ..

Monaco .. .. .. .. .. .. 100 100 ..

Netherlands 100 100 100 100 100 100 100 .. ..

Norway 100 100 100 100 100 100 100 .. ..

Poland 100 100 100 100 100 100 100 .. ..

Portugal 100 100 100 100 100 100 100 .. ..


Slovakia .. .. .. .. 100 100 100 .. ..

Slovenia 100 100 100 100 100 100 100 .. ..

Spain 100 100 99 100 100 100 100 .. ..

Switzerland .. 100 100 100 100 100 100 .. ..

Ukraine .. .. .. .. .. .. 96 98 ..


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Table 17. SDG Indicator 4.a.1(b) – Upper secondary education Proportion of upper secondary schools with access to Internet for pedagogical purposes (%)

4.a

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Anguilla 100 .. .. .. .. .. .. ..

Antigua and Barbuda .. .. .. .. .. 58 .. ..

Argentina 87 .. .. .. .. .. .. ..

Brazil 100 .. .. .. .. .. .. ..

British Virgin Islands .. .. .. .. .. .. 83 ..

Cayman Islands .. .. .. .. .. .. 51 ..

Colombia .. .. .. .. .. .. 93 ..

Costa Rica 52 .. .. .. .. .. .. 76

Dominica .. .. .. .. .. .. 84 ..

Ecuador .. .. .. .. .. .. 59 ..

El Salvador .. .. .. .. .. .. 100 ..

Grenada 100 .. .. .. .. .. .. ..

Guatemala .. .. .. .. .. .. 71 ..

Jamaica 100 .. .. .. .. .. 100 ..

Mexico 100 .. .. .. .. .. .. ..

Montserrat 100 .. .. .. .. .. 100 ..

Paraguay 100 .. .. .. .. .. .. ..

Peru .. .. .. .. .. 100 .. ..

Saint Kitts and Nevis

Saint Lucia

Saint Vincent and the Grenadines

Turks and Caicos Islands

Uruguay


Azerbaijan .. .. .. .. .. .. 62 66 ..

Bahrain .. .. .. .. .. .. 100 100 ..

Egypt .. .. .. .. .. .. 47 .. ..

Georgia .. .. .. .. .. .. 100 100 ..

Israel .. .. .. .. 85 85 85 .. ..

Jordan .. 86 .. .. .. .. .. 100 ..

Morocco .. .. .. .. .. .. .. 91 ..

Oman .. 87 .. .. .. .. .. .. ..

Palestine .. .. .. .. .. .. 72 77 ..

Qatar .. 68 .. .. .. .. 100 100 ..

Saudi Arabia .. .. .. .. .. .. .. 100 ..

Oceania

Australia 100 100 100 100 100 100 100 .. ..

Cook Islands .. .. .. .. .. .. 100 .. ..

Niue .. .. .. .. .. .. 100 .. ..

Samoa .. .. .. .. .. .. .. 100 ..

Solomon Islands .. .. .. .. .. .. 15 .. ..

Sub-Saharan Africa

Angola .. .. .. .. .. .. 26 .. ..

Botswana .. .. 46 .. .. .. .. .. ..

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4.a

INFORMATION

What do these numbers represent?The percentage of upper secondary schools with access to the Internet for pedagogical purposes, i.e. Internet that is available for enhancing teaching and learning and is accessible by students.


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Rwanda in 2016, 33% of upper secondary schools had access to the Internet for pedagogical purposes.




Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Burkina Faso .. .. .. .. .. .. 3 .. ..

Burundi .. .. .. .. .. .. 7 7 ..

Cabo Verde .. .. .. .. .. .. 100 100 ..

Cameroon .. .. .. .. .. .. 29 .. ..

Comoros .. .. .. .. .. .. .. 13 ..


Eswatini .. .. .. .. .. .. 69 .. ..

Ghana .. .. .. .. .. .. .. .. 39

Guinea .. .. .. .. .. .. n .. ..

Liberia .. .. .. .. .. .. 13 .. ..

Mauritius .. .. .. 97 97 99 95 94 ..

Niger .. .. .. .. .. .. n .. ..

Rwanda .. 17 17 18 23 28 33 .. ..

Senegal .. .. .. .. .. .. .. 82 ..

Seychelles .. .. .. .. .. .. 100 100 ..

Sierra Leone .. .. .. .. .. .. .. 5 ..

Zambia .. .. .. .. .. .. 23 29 ..


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4.b


4.b.1Volume of official development assistance flows for scholarships by sector and type of study

%


Asia


Caribbean


Asia




100 100

88

81

6967

63

18

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4.b

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Afghanistan 3,893,675 4,612,261 7,863,613 15,530,605 7,986,533 7,242,959 6,698,819 .. ..

Bangladesh 17,721,897 21,431,668 18,967,899 19,084,288 19,066,426 13,942,592 9,493,627 .. ..

Bhutan 4,190,385 5,350,121 9,059,628 7,721,461 6,886,996 6,065,933 2,811,032 .. ..

India 21,837,665 19,289,878 18,303,705 21,740,947 17,388,335 15,473,759 10,558,702 .. ..

Iran (Islamic Republic of) 3,936,895 5,914,165 6,826,840 6,912,462 6,391,552 5,645,196 5,521,145 .. ..

Kazakhstan 3,184,537 3,719,071 3,063,886 3,576,984 2,545,952 2,946,629 3,563,592 .. ..

Kyrgyzstan 3,465,210 4,252,453 3,931,752 3,505,287 3,424,564 3,352,086 3,612,766 .. ..

Maldives 2,654,296 2,567,121 3,947,271 4,340,703 3,298,901 3,701,689 2,701,270 .. ..

Nepal 8,941,947 10,449,874 7,651,478 7,521,269 5,778,677 6,524,094 4,381,218 .. ..

Pakistan 13,501,730 10,378,724 13,285,666 14,785,118 15,265,079 14,446,795 12,165,934 .. ..

Sri Lanka 7,783,121 10,416,645 10,274,831 11,021,262 10,462,565 9,324,585 6,645,807 .. ..

Tajikistan 764,760 1,614,494 1,802,496 1,931,341 1,982,360 1,969,872 1,685,192 .. ..

Turkmenistan 801,681 740,423 534,336 603,442 759,693 862,750 530,879 .. ..

Uzbekistan 3,776,285 6,413,066 5,156,106 4,917,570 5,197,421 4,073,509 3,625,017 .. ..


Cambodia 9,607,709 12,837,324 13,886,564 15,529,151 23,804,379 13,169,929 12,489,942 .. ..

China 270,502,803 285,836,425 101,994,546 30,559,297 28,228,708 17,507,283 17,421,272 .. ..

Democratic People's Republic of Korea 387,343 241,151 360,798 461,433 333,633 884,416 117,409 .. ..

Indonesia 65,074,575 59,369,023 64,968,580 74,295,019 71,467,157 65,854,457 55,144,575 .. ..

Lao People's Democratic Republic 11,693,846 11,528,847 10,895,792 13,722,946 15,064,421 11,202,682 10,570,045 .. ..

Malaysia 11,357,646 12,914,799 7,225,083 3,078,879 6,863,851 3,589,521 1,270,991 .. ..

Mongolia 11,335,208 18,265,856 13,087,653 13,767,479 15,064,128 10,638,223 7,771,461 .. ..

Myanmar 7,906,623 10,621,151 7,912,714 9,362,149 11,461,636 12,404,356 12,397,709 .. ..

Philippines 23,469,385 16,666,161 18,512,175 20,952,832 19,861,945 14,367,857 13,077,363 .. ..

Thailand 18,387,514 21,867,833 16,026,157 16,482,327 17,603,878 4,654,896 3,446,726 .. ..

Timor-Leste 3,893,705 4,257,647 5,887,426 6,880,732 6,426,211 7,972,005 6,878,672 .. ..

Viet Nam 48,988,424 49,888,543 53,415,668 64,130,524 62,216,423 44,754,580 37,183,175 .. ..


Albania 1,864,490 2,302,223 2,026,175 3,082,877 2,630,896 3,673,467 2,748,845 .. ..

Belarus 1,884,382 2,215,418 4,033,643 7,434,243 6,429,941 9,849,628 7,336,640 .. ..

Bosnia and Herzegovina 1,149,830 1,350,241 1,478,317 1,933,108 1,769,239 1,997,705 1,585,457 .. ..

Croatia 778,185 .. .. .. .. .. .. .. ..

Montenegro 420,588 426,379 542,988 662,258 482,179 686,806 326,184 .. ..

North Macedonia 1,349,561 1,376,185 1,572,048 3,219,472 1,939,593 1,711,847 1,441,235 .. ..

Republic of Moldova 1,114,433 1,803,715 1,554,534 2,676,521 17,911,900 19,753,371 20,408,008 .. ..

Serbia 2,878,378 2,645,561 2,874,633 5,798,614 6,399,805 5,119,350 8,037,511 .. ..

Ukraine 4,853,358 5,121,882 6,056,767 8,705,387 11,145,186 10,645,543 11,040,741 .. ..


Anguilla .. .. 7,653 .. .. .. .. .. ..

Antigua and Barbuda 17,978 43,085 45,212 87,050 110,506 82,087 48,804 .. ..

Argentina 6,165,297 3,898,036 6,902,826 6,874,296 4,982,019 3,678,207 2,145,900 .. ..

Barbados 17,355 .. .. .. .. .. .. .. ..

Belize 109,443 146,989 254,577 203,521 295,413 347,966 49,562 .. ..

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Table 18. SDG Indicator 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study, constant US$

4.b

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Bolivia (Plurinational State of) 1,717,035 1,627,799 1,252,424 1,345,884 1,228,187 1,173,774 1,510,202 .. ..

Brazil 16,288,643 17,517,591 20,005,536 19,546,177 17,446,726 14,307,462 11,722,614 .. ..

Chile 3,485,099 3,854,377 4,075,257 3,624,812 3,333,875 4,266,274 3,210,761 .. ..

Colombia 4,901,796 5,105,554 7,341,337 6,907,006 5,197,761 7,260,081 4,988,223 .. ..

Costa Rica 1,229,111 1,340,316 1,517,169 1,849,153 1,417,278 1,863,895 893,028 .. ..

Cuba 1,231,851 868,134 1,383,335 1,255,503 1,178,480 1,127,338 698,269 .. ..

Dominica 30,857 95,204 140,105 234,158 244,479 176,787 227,890 .. ..

Dominican Republic 655,147 549,654 729,691 661,780 862,417 759,027 375,696 .. ..

Ecuador 1,344,453 1,477,874 1,739,724 1,956,283 1,472,323 2,285,182 2,108,198 .. ..

El Salvador 906,005 1,024,067 812,701 960,862 781,386 915,257 453,970 .. ..

Grenada 48,014 49,064 122,760 151,350 208,152 283,501 52,725 .. ..

Guatemala 1,146,749 1,126,467 1,290,600 1,261,049 945,543 1,093,066 547,337 .. ..

Guyana 74,078 166,292 346,390 251,879 414,867 851,184 358,440 .. ..

Haiti 19,841,885 314,072 2,195,024 3,084,044 3,456,569 3,483,138 3,274,954 .. ..

Honduras 565,747 765,679 650,483 825,566 793,429 881,653 455,782 .. ..

Jamaica 233,531 373,096 634,611 509,460 800,644 1,128,803 437,061 .. ..

Mexico 5,209,252 5,991,924 8,787,452 8,814,255 7,835,251 7,961,253 4,123,951 .. ..

Montserrat .. .. 16,927 19,511 32,345 50,102 .. .. ..

Nicaragua 675,118 703,888 660,077 879,763 599,229 831,720 574,362 .. ..

Panama 718,212 882,394 619,940 583,207 577,891 916,944 330,179 .. ..

Paraguay 662,830 929,527 722,821 1,091,718 872,612 916,119 515,934 .. ..

Peru 2,536,683 2,691,256 2,901,950 3,755,968 3,357,569 3,654,919 2,236,619 .. ..

Saint Kitts and Nevis 39,631 16,233 166,323 240,929 .. .. .. .. ..

Saint Lucia 164,582 113,560 323,902 233,562 460,227 457,892 237,388 .. ..

Saint Vincent and the Grenadines 79,646 74,961 244,329 142,263 219,408 425,775 74,482 .. ..

Suriname 8,840 .. 28,228 380,588 491,993 641,985 634,567 .. ..

Trinidad and Tobago 84,237 .. .. .. .. .. .. .. ..

Uruguay 529,169 392,183 693,536 709,355 514,767 1,364,052 366,578 .. ..

Venezuela (Bolivarian Republic of) 1,190,643 1,647,024 1,628,636 1,901,054 1,528,305 1,348,669 953,640 .. ..


Algeria 6,967,394 1,820,596 5,003,598 18,004,528 17,782,545 14,606,136 15,214,983 .. ..

Armenia 1,501,310 1,336,556 1,525,838 4,835,799 4,356,662 3,530,003 3,400,818 .. ..

Azerbaijan 1,504,126 1,719,334 1,343,342 2,296,944 1,778,827 1,789,111 2,224,846 .. ..

Egypt 7,587,797 7,621,176 9,650,094 9,997,572 15,472,706 13,554,711 14,269,882 .. ..

Georgia 1,885,681 2,564,206 2,213,548 5,263,825 3,791,841 3,425,891 3,276,441 .. ..

Iraq 7,669,295 11,148,027 11,102,221 6,908,762 3,342,023 5,285,299 3,730,692 .. ..

Jordan 3,137,271 3,214,888 3,324,287 3,394,667 5,057,514 4,037,251 5,206,181 .. ..

Lebanon 1,825,385 1,408,272 1,962,353 4,311,180 2,280,462 2,533,481 3,319,507 .. ..

Libya 238,338 1,288,978 961,471 747,788 758,624 1,173,861 397,562 .. ..

Morocco 5,463,528 2,208,652 6,187,432 19,162,403 19,255,392 20,413,363 19,404,473 .. ..

Sudan 1,407,996 1,968,535 2,339,920 2,282,742 2,059,657 2,494,084 1,732,203 .. ..

Syrian Arab Republic 2,751,114 2,929,195 2,665,715 3,296,485 4,975,895 8,375,272 14,596,855 .. ..

Tunisia 4,921,020 2,661,237 4,971,711 12,765,170 11,678,538 14,265,465 12,630,254 .. ..

Turkey 4,915,350 5,607,696 6,654,611 8,395,558 8,709,222 9,283,184 16,267,880 .. ..

Yemen 1,146,378 1,698,623 1,599,386 1,916,099 1,574,650 1,649,036 2,693,935 .. ..

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4.b

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Oceania

Cook Islands 258,968 475,845 460,552 621,389 553,184 236,009 478,966 .. ..

Fiji 6,173,817 6,272,428 4,266,536 4,457,204 5,241,344 6,207,350 4,838,403 .. ..

Kiribati 5,694,829 4,469,204 4,006,971 2,210,796 2,073,039 3,017,659 2,953,375 .. ..

Marshall Islands 214,667 262,537 238,114 212,673 186,360 104,221 69,326 .. ..

Micronesia (Federated States of) 244,143 82,044 69,262 130,112 136,904 188,734 156,367 .. ..

Nauru 320,879 417,285 10,418 318,134 427,230 678,239 508,991 .. ..

Niue 222,466 369,214 141,532 391,611 175,636 138,941 253,975 .. ..

Palau 32,762 53,154 110,191 187,310 213,908 110,086 122,013 .. ..

Papua New Guinea 15,199,752 17,244,686 17,107,267 27,539,777 21,765,658 27,542,499 26,786,504 .. ..

Samoa 5,519,960 6,003,658 6,305,373 6,965,236 6,355,514 5,947,893 6,126,012 .. ..

Solomon Islands 4,585,273 5,716,082 5,276,546 6,151,498 5,275,941 6,069,872 5,141,498 .. ..

Tokelau 207,141 .. 17,830 .. 25,069 .. 100,921 .. ..

Tonga 2,247,828 2,470,987 2,819,029 3,161,301 3,207,099 3,248,204 2,177,056 .. ..

Tuvalu 902,100 861,654 772,604 1,148,094 1,349,216 1,695,345 1,564,618 .. ..

Vanuatu 4,224,805 3,827,316 3,300,725 4,029,291 3,706,052 3,198,254 2,752,665 .. ..

Wallis and Futuna Islands 43,844 87,293 103,205 70,061 76,389 31,836 .. .. ..

Sub-Saharan Africa

Angola 1,394,483 1,068,496 1,485,107 1,800,152 1,805,002 1,828,858 1,955,596 .. ..

Benin 1,178,387 839,075 1,294,513 2,197,754 1,740,609 1,940,238 2,544,200 .. ..

Botswana 663,673 1,917,333 1,176,883 1,620,598 1,125,498 1,780,314 1,089,049 .. ..

Burkina Faso 7,914,836 478,799 1,680,264 1,981,146 1,645,673 1,319,340 1,339,269 .. ..

Burundi 1,590,170 1,380,562 1,314,893 1,400,622 920,922 1,088,066 867,965 .. ..

Cabo Verde 1,480,222 1,274,838 3,509,706 2,689,392 1,970,814 1,510,194 1,266,992 .. ..

Cameroon 3,245,486 2,765,076 3,281,341 8,394,037 7,466,045 8,282,072 7,812,858 .. ..

Central African Republic 1,049,541 201,389 777,194 1,539,701 1,204,854 1,068,848 1,171,379 .. ..

Chad 1,138,552 139,011 1,081,260 1,363,841 1,197,396 1,206,298 1,241,752 .. ..

Comoros 288,605 66,108 453,187 4,046,904 4,927,808 4,816,533 5,311,124 .. ..

Congo 685,832 447,756 660,401 3,380,346 3,534,335 3,850,127 4,102,961 .. ..

Côte d'Ivoire 1,299,841 779,269 1,274,024 3,676,248 3,936,085 4,066,987 4,025,747 .. ..

Democratic Republic of the Congo 2,264,036 1,778,674 1,958,890 3,476,040 3,474,751 3,455,784 3,926,093 .. ..

Djibouti 1,215,818 80,477 829,989 1,217,861 1,118,662 1,007,986 835,241 .. ..

Equatorial Guinea 94,591 52,691 1,710,749 215,157 233,200 166,082 122,496 .. ..

Eritrea 55,970 116,853 103,434 245,974 125,799 76,335 2,157,484 .. ..

Eswatini 59,985 865,313 603,595 1,121,877 614,966 1,042,420 565,718 .. ..

Ethiopia 3,359,826 4,508,870 5,440,305 6,474,869 5,258,856 7,012,958 5,989,321 .. ..

Gabon 940,684 471,647 324,151 1,814,761 1,771,855 1,602,687 1,665,727 .. ..

Gambia 209,695 1,077,944 639,757 1,064,245 647,185 990,546 645,959 .. ..

Ghana 1,948,268 4,255,000 4,509,013 5,615,320 4,794,733 6,419,976 6,124,443 .. ..

Guinea 530,193 385,578 633,530 2,591,149 2,675,769 2,439,819 2,758,282 .. ..

Guinea-Bissau 805,511 637,678 695,046 673,784 529,805 435,782 585,607 .. ..

Kenya 3,676,182 6,360,043 6,203,672 7,694,707 5,824,604 7,929,046 5,482,401 .. ..

Lesotho 448,213 872,258 574,434 859,870 557,891 834,733 379,301 .. ..

Liberia 74,149 1,045,885 859,573 1,373,771 735,554 915,149 384,039 .. ..

Madagascar 1,103,467 975,787 1,476,480 3,146,815 2,646,872 2,887,796 2,576,880 .. ..

Malawi 712,613 2,231,656 2,085,506 3,298,699 1,693,991 1,978,298 1,326,550 .. ..

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4.b

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Mali 2,859,618 2,014,954 2,533,555 3,892,108 3,599,813 3,451,723 2,637,045 .. ..

Mauritania 1,005,763 258,375 989,546 1,425,371 1,310,167 1,204,785 1,037,730 .. ..

Mauritius 1,538,732 663,329 1,581,487 2,502,961 1,569,709 1,965,699 1,454,547 .. ..

Mozambique 2,820,587 3,981,105 2,879,552 3,449,739 2,171,729 2,625,285 2,741,567 .. ..

Namibia 401,981 973,378 749,626 1,234,804 1,373,414 1,307,106 517,060 .. ..

Niger 17,466,362 663,505 1,166,022 1,353,891 871,117 1,248,260 693,407 .. ..

Nigeria 1,463,988 3,347,713 3,395,980 4,708,590 3,754,870 5,141,383 4,277,996 .. ..

Rwanda 18,989,825 2,441,173 1,673,092 3,306,146 3,270,352 3,868,207 3,171,280 .. ..

Saint Helena 19,857 29,659 136,861 90,002 17,795 .. .. .. ..

Sao Tome and Principe 965,446 668,182 1,892,563 1,146,898 785,961 475,372 497,098 .. ..

Senegal 3,696,377 1,264,859 1,504,824 4,899,544 4,549,425 5,947,459 4,112,387 .. ..

Seychelles 279,050 614,709 611,250 1,060,558 605,102 877,785 409,962 .. ..

Sierra Leone 94,284 953,333 831,211 1,176,938 719,825 869,428 322,491 .. ..

Somalia .. 48,563 229,796 284,178 193,887 291,368 226,358 .. ..

South Africa 6,118,303 6,976,944 7,197,177 8,823,424 8,247,061 8,302,127 8,107,646 .. ..

South Sudan .. 161,374 337,722 953,336 348,004 485,835 416,833 .. ..

Togo 1,301,132 747,488 1,317,145 1,986,173 1,622,762 1,657,161 1,339,395 .. ..

Uganda 2,037,070 4,709,937 3,842,098 4,758,740 4,087,027 5,625,311 4,467,073 .. ..

United Republic of Tanzania 3,187,567 5,591,761 4,801,129 6,343,758 5,056,924 7,666,075 4,844,878 .. ..

Zambia 1,456,894 3,401,248 2,815,573 3,687,200 2,267,475 2,757,547 2,046,987 .. ..

Zimbabwe 918,936 943,712 1,309,197 1,521,999 1,624,717 3,207,849 1,440,340 .. ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: OECD’s Development Assistance Committee (DAC).

INFORMATION

What do these numbers represent?Total net official development assistance (ODA) for scholarships in donor countries (types of aid E01) expressed in U.S. dollars at the average annual exchange rate.

Where do these numbers come from?Source: Administrative data from donor countries and other aid providers on net ODA to education. Data are compiled by the Development Assistance Committee (DAC) of the OECD from returns submitted by its member countries and other aid providers.

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in 2016, Afghanistan had a flow of US$6.7 million in development assistance for scholarships.




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4.c


4.c.1Proportion of teachers in: (a) pre-primary education; (b) primary education; (c) lower secondary education; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex

%


Asia


Caribbean


Asia




63 63

5751 50 49 48

17

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4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bhutan .. .. .. .. .. 100 100 100 ..

Kazakhstan .. .. .. .. 100 .. .. .. ..

Kyrgyzstan 43 46 .. .. .. .. .. .. ..

Maldives 39 50 72 72 73 81 86 88 ..

Nepal 82 84 85 87 87 88 88 89 ..

Tajikistan 85 87 86 90 100 100 100 .. ..

Uzbekistan 100 100 .. .. .. .. .. 98 ..



Cambodia 98 97 100 100 100 100 100 100 ..

China, Macao SAR 95 92 93 94 92 98 99 99 ..

Lao People's Democratic Republic 97 89 91 .. 91 92 90 90 ..

Malaysia .. 99 99 99 100 100 96 91 ..

Mongolia 90 93 94 .. .. .. 100 100 ..

Myanmar 59 .. .. .. .. .. .. 98 ..

Philippines .. .. .. .. .. 100 100 .. ..

Viet Nam .. 99 .. 97 98 99 98 99 ..


Andorra 100 100 100 100 100 100 100 100 ..

Belarus 62 61 82 88 92 92 92 92 ..

Bermuda .. 100 100 .. 100 .. 100 .. ..

Gibraltar .. .. .. .. .. .. 87 .. ..

Republic of Moldova 90 91 92 .. .. .. 84 90 ..

Serbia .. 76 69 .. .. .. .. .. ..


Anguilla 41 74 .. .. .. .. .. .. ..

Antigua and Barbuda .. 58 71 .. .. 65 .. .. ..

Aruba 100 99 100 .. .. .. .. .. ..

Bahamas .. .. .. .. .. .. 76 .. ..

Barbados 52 47 .. .. .. 58 62 73 ..

Belize .. 16 21 21 30 40 45 .. ..

Bolivia (Plurinational State of) .. 93 93 92 92 92 92 92 ..

Cayman Islands .. .. 77 .. .. .. .. .. ..

Colombia 100 100 100 96 97 .. .. .. ..

Costa Rica 82 81 .. 87 87 87 89 .. ..

Dominica .. .. .. .. .. 20 19 .. ..


Ecuador 73 74 75 77 78 81 83 .. ..

El Salvador .. 92 .. .. .. 94 95 94 ..

Grenada 45 .. .. 40 52 35 40 37 ..

Guyana 61 63 65 .. .. .. .. .. ..

Honduras .. .. .. 51 .. .. .. .. ..

Jamaica .. .. .. .. .. 75 .. .. ..

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Table 19. SDG Indicator 4.c.1 – Pre-primary educationPercentage of trained teachers in pre-primary education, both sexes (%)

4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Mexico 82 86 86 86 85 84 85 .. ..

Montserrat .. .. .. .. .. .. .. 82 ..

Nicaragua 33 .. .. .. .. .. .. .. ..

Panama 43 48 47 .. .. .. 100 .. ..

Paraguay .. .. 92 .. .. .. .. .. ..

Puerto Rico .. .. .. .. .. 94 84 .. ..

Saint Lucia .. .. 60 .. 70 .. .. .. ..

Saint Vincent and the Grenadines .. .. .. 14 .. .. .. .. ..

Suriname 95 97 98 96 98 99 99 99 ..


Armenia 88 79 80 80 79 80 80 82 ..

Azerbaijan 91 92 92 64 85 91 88 88 ..

Bahrain 49 46 47 47 50 52 53 52 ..

Egypt .. .. .. .. .. .. 77 .. ..

Jordan .. .. .. 100 100 100 100 100 ..

Kuwait .. 72 73 73 75 75 .. .. ..

Morocco 100 .. 100 .. .. .. .. .. ..

Oman .. .. .. 100 100 100 100 100 ..

Palestine 100 100 100 100 100 100 100 100 ..

Saudi Arabia .. .. .. 100 100 100 .. 100 ..

Syrian Arab Republic .. .. .. 35 .. .. .. .. ..

Tunisia .. .. .. .. .. 100 100 .. ..

United Arab Emirates 100 100 100 100 100 100 100 .. ..

Oceania

Cook Islands .. 70 82 76 70 84 78 .. ..

Nauru .. .. .. .. .. .. 100 .. ..

Niue .. .. .. .. .. 100 100 .. ..

Samoa .. .. .. .. 100 100 100 100 ..

Solomon Islands .. 61 40 51 59 .. .. .. ..

Tokelau .. .. .. .. .. .. 42 .. ..

Tonga .. .. 100 .. .. .. .. .. ..

Tuvalu .. .. .. .. 75 .. 88 .. ..

Vanuatu .. .. .. .. .. 46 .. .. ..

Sub-Saharan Africa

Angola 45 44 .. .. .. .. .. .. ..

Benin 51 .. 28 .. .. .. 26 .. ..

Botswana .. .. 55 55 .. .. .. .. ..

Burkina Faso .. 22 .. .. .. 72 52 34 ..

Burundi .. 55 62 .. 72 100 100 100 ..

Cabo Verde 27 32 46 .. 49 .. 30 29 ..

Cameroon 43 48 57 .. .. 54 56 67 ..

Chad 66 73 .. 52 .. .. 24 .. ..

Comoros .. .. .. .. .. .. .. 56 ..

Congo 94 .. 92 .. .. .. .. .. ..

Côte d'Ivoire .. 100 92 86 89 100 100 100 ..

Democratic Republic of the Congo 23 23 17 19 20 21 .. .. ..

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4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Equatorial Guinea .. .. .. .. .. 89 .. .. ..

Eritrea 57 53 56 50 46 42 .. 40 ..

Eswatini 64 51 .. .. .. .. .. .. ..

Gambia .. .. .. 66 72 70 .. 69 ..

Ghana 27 27 35 39 41 46 .. .. 55

Guinea-Bissau 26 .. .. .. .. .. .. .. ..

Kenya .. .. 81 .. 82 .. .. .. ..

Lesotho .. .. .. .. .. 100 .. .. ..

Madagascar 51 .. .. 15 17 13 10 .. ..

Mali 58 59 .. .. .. .. .. .. ..

Mauritius 94 99 100 100 100 100 100 .. ..

Niger 96 91 90 .. .. .. .. 95 ..

Rwanda .. 38 .. .. .. 49 51 43 ..

Sao Tome and Principe .. .. .. .. 19 28 .. .. ..

Senegal 15 .. 23 26 26 26 34 37 ..

Seychelles .. 74 64 61 66 81 86 86 ..

Sierra Leone .. 42 49 45 .. 54 .. 37 ..

South Sudan .. 39 .. .. .. .. .. .. ..

Togo 52 54 50 56 .. 63 .. .. ..

Uganda .. .. .. .. .. .. .. 60 ..

United Republic of Tanzania 18 .. 33 .. 36 .. 50 .. ..

Zimbabwe .. .. 28 27 .. .. .. .. ..

Notes:.. Data not availableFor data from earlier years, consult the UIS database http://data.uis.unesco.org Sources: UIS Survey of Formal Education.

INFORMATION

What do these numbers represent?Percentage of teachers in pre-primary education who have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the pre-primary level.

Where do these numbers come from?Source: Administrative data from schools and other providers of education or training. The data are compiled by the UNESCO Institute for Statistics.

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Bhutan in 2017, 100% of the teachers working at the pre-primary level of education had received training for teaching.




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4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh .. 58 .. .. .. 48 50 50 ..

Bhutan .. .. .. .. .. 100 100 100 ..

India .. .. .. .. .. .. 70 70 ..

Iran (Islamic Republic of) .. .. .. 100 100 100 100 100 ..

Kazakhstan .. .. .. .. 100 100 100 100 100

Kyrgyzstan 68 70 72 92 93 93 95 95 ..

Maldives 77 81 77 90 86 83 86 90 ..

Nepal 74 81 93 92 94 94 97 97 ..

Pakistan 84 83 84 85 84 82 .. .. ..

Sri Lanka 82 82 .. 80 .. 86 85 85 ..

Tajikistan 93 94 94 94 100 100 100 100 ..

Uzbekistan 100 100 .. .. .. .. .. 99 ..



Cambodia 99 99 100 100 100 100 100 100 ..

China, Hong Kong SAR 96 96 96 96 96 96 97 97 ..

China, Macao SAR 85 86 88 88 88 96 98 98 ..

Lao People's Democratic Republic 95 94 97 98 98 98 97 97 ..

Malaysia 95 96 96 97 99 100 100 99 ..

Mongolia 98 99 99 100 100 .. 100 .. ..

Myanmar 100 .. .. .. 100 .. 98 .. ..

Philippines .. .. .. .. 100 100 100 .. ..

Singapore .. .. .. .. .. .. 99 .. ..

Thailand .. .. .. .. 100 100 100 100 ..

Viet Nam 98 99 100 .. 100 99 100 100 ..


Andorra 100 100 100 100 100 100 100 100 ..

Belarus 100 100 100 100 99 99 99 100 ..

Bermuda .. 100 100 .. 100 .. 100 .. ..

Gibraltar .. .. .. .. .. .. 85 100 ..

Republic of Moldova .. .. .. .. 94 100 99 99 ..

Serbia .. 70 56 .. .. .. .. .. ..

Ukraine 100 100 100 .. .. .. 86 87 ..


Anguilla 53 71 .. .. .. .. .. .. ..

Antigua and Barbuda 55 65 60 .. 70 65 .. 55 ..

Aruba 100 100 100 .. .. .. .. .. ..

Bahamas 92 .. .. .. .. .. 90 .. ..

Barbados 58 55 .. .. 69 66 69 80 ..

Belize 45 48 54 49 61 68 73 .. ..

Bolivia (Plurinational State of) .. 56 56 57 57 58 58 58 ..

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Table 20. SDG Indicator 4.c.1 – Primary education Percentage of trained teachers in primary education, both sexes (%)

4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

British Virgin Islands .. .. .. .. 80 92 81 80 ..

Cayman Islands .. 95 97 88 .. .. .. .. 100

Colombia 100 100 100 97 98 94 95 95 ..

Costa Rica 89 91 .. 94 94 94 94 .. ..

Cuba 100 100 100 100 100 100 100 100 ..

Dominica 61 58 61 65 65 64 66 .. ..


Ecuador 74 75 76 79 79 81 82 .. ..

El Salvador .. 96 .. .. .. 96 96 95 ..

Grenada 65 .. .. 54 63 64 63 64 ..

Guyana 66 68 70 .. .. .. .. .. ..

Jamaica .. .. .. .. 96 93 96 .. ..

Mexico 96 96 96 96 97 96 97 .. ..

Montserrat .. .. .. .. .. .. 77 40 ..

Nicaragua 75 .. .. .. .. .. .. .. ..

Panama 92 92 90 .. .. 99 99 .. ..

Paraguay .. .. 92 .. .. .. .. .. ..

Peru .. .. .. .. .. .. .. 97 95

Puerto Rico .. .. .. .. 94 95 93 .. ..

Saint Kitts and Nevis 62 64 65 65 68 72 72 .. ..

Saint Lucia 87 87 88 89 79 .. .. 89 ..

Saint Vincent and the Grenadines 84 .. 85 83 76 84 .. .. ..

Suriname 96 96 98 97 97 98 98 98 ..

Turks and Caicos Islands .. .. .. .. 89 .. .. .. ..

Uruguay .. .. .. 100 100 100 100 .. ..


Algeria .. .. .. .. 100 100 .. .. ..

Azerbaijan 100 100 100 100 99 99 .. 98 ..

Bahrain .. 80 82 82 83 82 84 84 ..

Egypt .. .. .. .. .. .. 74 .. ..

Jordan .. .. .. .. 100 .. 100 100 ..

Kuwait .. 78 78 77 79 79 .. .. ..

Morocco 100 100 100 100 100 100 100 100 ..

Oman .. .. .. .. .. .. .. 100 ..

Palestine 100 100 100 100 100 100 100 100 ..

Saudi Arabia .. .. .. 100 100 100 100 .. ..

Tunisia .. .. 100 100 100 100 100 .. ..

United Arab Emirates .. .. 100 100 100 100 100 .. ..

Oceania

Cook Islands .. 97 95 97 89 100 95 .. ..

Fiji .. 100 100 .. .. .. 90 .. ..

Kiribati .. .. .. .. .. .. 73 .. ..

Nauru .. .. .. .. .. .. 100 .. ..

Niue .. .. .. .. .. 100 92 .. ..

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4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Solomon Islands 58 54 54 63 65 59 66 74 ..

Tokelau .. .. .. .. .. .. 67 .. ..

Tonga .. .. .. 100 97 92 .. .. ..

Tuvalu .. .. .. .. .. .. 77 .. ..

Sub-Saharan Africa

Angola .. 47 .. .. .. .. .. .. ..

Benin 43 47 .. .. 68 69 70 68 ..

Botswana .. .. 100 99 .. .. .. .. ..

Burkina Faso .. .. 95 86 84 85 73 86 ..

Burundi .. 94 95 .. 92 100 100 100 ..

Cabo Verde 90 92 95 .. 96 .. 93 93 ..

Cameroon 57 67 79 .. .. 58 59 81 ..

Chad 70 68 66 65 .. .. .. .. ..

Comoros .. 55 .. .. .. .. .. .. ..

Congo 87 79 80 .. .. .. .. .. ..

Côte d'Ivoire .. 100 99 83 85 100 100 100 ..

Democratic Republic of the Congo 92 90 94 .. 95 .. .. .. ..

Djibouti .. 100 .. 96 .. 100 .. .. 100

Equatorial Guinea 45 49 .. .. .. 37 .. .. ..

Eritrea 94 91 90 80 71 61 .. 41 ..

Eswatini 79 78 68 79 82 82 70 .. ..

Gambia .. 90 63 82 91 86 .. 88 100

Ghana 51 51 52 53 52 55 56 55 60

Guinea .. 80 75 74 75 76 75 .. ..

Guinea-Bissau 39 .. .. .. .. .. .. .. ..

Lesotho 63 66 68 72 76 79 87 .. ..

Liberia .. 56 .. .. 56 47 .. .. ..

Madagascar .. .. 21 19 17 15 15 15 ..

Malawi 96 88 92 91 .. .. .. .. ..

Mali .. 52 .. .. .. .. .. .. ..

Mauritania 100 100 100 .. 91 .. 85 .. ..

Mauritius 100 100 100 100 100 100 100 100 ..

Mozambique 76 80 84 87 90 93 95 97 ..

Namibia 96 .. .. .. .. .. .. .. ..

Niger 97 96 97 46 50 56 56 66 ..

Nigeria 66 .. .. .. .. .. .. .. ..

Rwanda 91 98 96 95 96 94 .. 93 ..

Sao Tome and Principe .. .. .. .. 33 34 31 27 ..

Senegal 48 63 65 72 70 68 70 75 ..

Seychelles .. 87 76 69 71 84 83 84 ..

Sierra Leone .. 48 55 57 .. 54 .. .. ..

South Sudan .. 44 .. .. .. .. .. .. ..

Togo 77 71 82 76 .. 73 .. .. ..

Uganda .. .. .. .. .. .. .. 80 ..

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4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

United Republic of Tanzania 94 .. .. 99 .. .. 99 .. ..

Zambia .. .. 93 .. .. .. .. 99 ..

Zimbabwe .. .. 88 86 .. .. .. .. ..


INFORMATION

What do these numbers represent?The percentage of teachers in primary education who have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the primary level.

Where do these numbers come from?Source: Administrative data from schools and other providers of education or training. The data are compiled by the UIS.

How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Zimbabwe in 2013, 86% of teachers working in primary education had received training for teaching.




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4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh 58 60 60 60 .. .. 67 .. ..

Bhutan .. .. .. .. .. 100 100 100 ..

India .. .. .. .. .. .. 77 77 ..

Iran (Islamic Republic of) .. .. .. 100 100 100 100 100 ..

Maldives 98 98 93 99 93 93 95 97 ..

Nepal 57 64 77 79 80 81 89 89 ..

Pakistan .. .. .. .. .. 61 58 55 ..

Sri Lanka .. .. .. 72 .. 86 81 85 ..

Uzbekistan .. .. .. .. .. .. .. 99 ..


Brunei Darussalam .. .. .. .. 94 92 93 92 ..

Cambodia 100 .. 100 100 100 100 100 .. ..

China, Macao SAR 70 71 73 75 80 87 88 90 ..


Myanmar 98 .. .. .. 93 .. 89 94 ..

Philippines .. .. .. .. .. .. 100 .. ..

Thailand .. .. .. .. .. 100 .. .. ..

Viet Nam 99 99 99 91 100 100 99 99 ..


Andorra 100 100 100 .. .. .. .. .. ..

Belarus .. .. .. 98 98 98 98 99 ..

Bermuda .. 100 100 .. 100 .. 100 .. ..

Gibraltar .. .. .. .. .. .. 87 100 ..

Republic of Moldova .. .. .. .. .. 99 95 98 ..

Serbia .. 53 .. .. .. .. .. .. ..


Antigua and Barbuda 38 .. .. .. .. .. .. .. ..

Bahamas 89 .. .. .. .. .. 83 .. ..

Barbados .. .. .. .. .. 52 55 48 ..

Belize 39 .. 42 38 .. 50 58 .. ..

Cayman Islands .. 99 99 .. .. .. .. .. 100

Colombia 96 97 97 98 99 97 98 98 ..

Costa Rica 88 90 .. 96 96 97 96 .. ..

Cuba 100 100 100 100 100 100 100 100 ..

Dominica 34 37 .. .. 46 .. 48 .. ..

Dominican Republic 85 85 85 81 81 88 .. .. ..

Ecuador 70 71 72 74 74 75 76 .. ..

El Salvador .. 93 .. .. .. 93 94 93 ..

Grenada .. .. .. .. 40 42 43 45 ..

Mexico 90 90 91 91 92 92 .. .. ..

Panama 87 85 85 .. 94 94 94 .. ..

Paraguay .. .. 86 .. .. .. .. .. ..

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Table 21. SDG Indicator 4.c.1 – Lower secondary education Percentage of trained teachers in lower secondary education, both sexes (%)

4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Puerto Rico .. .. .. .. 94 95 84 .. ..

Saint Kitts and Nevis 49 56 53 .. .. .. .. .. ..

Saint Lucia .. 66 65 57 72 .. .. 72 ..

Saint Vincent and the Grenadines 64 .. .. .. .. .. .. .. ..

Suriname 79 83 84 83 81 84 83 84 ..


Azerbaijan .. .. .. .. .. .. 92 98 ..

Bahrain .. 80 82 82 83 83 84 84 ..

Egypt .. .. .. .. .. .. 69 .. ..

Jordan .. .. .. .. 100 .. .. 100 ..

Kuwait .. .. 79 .. .. .. .. .. ..

Morocco .. .. .. .. .. .. .. 100 ..

Oman .. .. .. .. .. .. .. 100 ..

Palestine 100 100 100 100 100 100 100 100 ..

Saudi Arabia .. .. .. 100 100 .. .. .. ..

United Arab Emirates .. .. .. .. .. 100 100 .. ..

Oceania

Fiji .. .. 100 .. .. .. .. .. ..

Kiribati .. .. .. .. 87 .. .. .. ..

Nauru .. .. .. .. .. .. 100 .. ..

Niue .. .. .. .. .. 100 80 .. ..

Papua New Guinea .. .. 100 .. .. .. .. .. ..

Solomon Islands 71 .. .. .. .. 80 82 87 ..

Tokelau .. .. .. .. .. .. 75 .. ..

Tuvalu .. .. .. .. .. .. 52 .. ..

Vanuatu .. .. .. .. .. 21 .. .. ..

Sub-Saharan Africa

Angola .. .. .. .. .. 54 .. .. ..

Burkina Faso .. .. .. .. .. .. .. 58 ..

Burundi .. .. .. .. 71 100 .. 100 ..

Cabo Verde 68 .. 76 .. 77 .. .. 94 ..

Cameroon .. .. .. 33 .. 50 51 .. ..

Chad .. .. .. .. .. 38 40 .. ..

Comoros .. 78 .. .. .. .. .. .. ..

Congo .. .. 48 .. .. .. .. .. ..

Djibouti .. 100 .. .. 100 100 .. .. ..

Equatorial Guinea .. .. .. .. .. 11 .. .. ..

Eritrea 61 69 82 86 .. .. .. .. ..

Ethiopia 54 66 .. .. .. .. .. .. ..

Gambia .. 92 78 87 94 90 .. 94 100

Ghana 66 66 69 69 69 70 71 70 73

Liberia .. 60 .. .. 60 62 .. .. ..

Madagascar .. .. .. .. 22 .. .. 22 ..

Mali .. 72 .. .. .. .. .. .. ..

Mauritania .. 100 .. .. 100 100 .. .. ..

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4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Mozambique .. .. .. 85 .. .. .. .. ..

Niger 14 .. .. 24 15 15 .. 10 ..

Nigeria 85 .. .. .. .. .. .. .. ..

Rwanda .. .. .. .. .. .. .. 61 ..

Sao Tome and Principe .. 38 34 .. .. .. 20 .. ..

Sierra Leone .. 59 61 64 .. 69 .. 53 ..

South Sudan .. 44 .. .. .. .. .. .. ..

Zambia .. .. 93 .. .. .. .. .. ..


INFORMATION

What do these numbers represent?The percentage of teachers in lower secondary education who have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the lower secondary level.


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Zambia in 2012, 93% of teachers working in lower secondary education had received training for teaching.




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4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018


Bangladesh 41 47 58 56 .. .. 59 .. ..

Bhutan .. .. .. .. .. 100 100 100 ..

Iran (Islamic Republic of) .. .. .. 100 100 .. 95 95 ..

Nepal 72 74 .. 80 80 83 92 88 ..

Sri Lanka .. .. .. .. .. .. 77 80 ..

Uzbekistan .. .. .. .. .. .. .. 93 ..


Brunei Darussalam .. .. .. .. 90 90 91 89 ..

China, Macao SAR 73 73 75 78 83 87 90 91 ..


Myanmar 100 .. .. .. 95 .. 98 92 ..

Philippines .. .. .. .. .. .. 100 .. ..

Thailand .. .. .. .. .. 100 .. .. ..


Belarus .. .. .. 90 91 91 91 84 ..

Bermuda .. 100 100 .. 100 .. 100 .. ..

Gibraltar .. .. .. .. .. .. 84 97 ..



Antigua and Barbuda 48 .. .. .. .. .. .. .. ..

Bahamas 89 .. .. .. .. .. 86 .. ..

Barbados .. .. .. .. .. 52 55 47 ..

Belize 34 .. 31 28 .. 40 44 .. ..

Cayman Islands .. 100 99 .. .. .. .. .. 100

Colombia 97 97 98 98 99 98 98 99 ..

Costa Rica 88 90 .. 95 95 96 96 .. ..

Cuba 100 100 100 100 100 100 100 100 ..

Dominica 45 45 44 .. 46 .. 49 .. ..

Dominican Republic 93 76 93 73 .. 79 .. .. ..

Ecuador 69 69 71 72 72 73 73 .. ..

El Salvador .. 89 .. .. .. 90 92 92 ..

Grenada .. .. .. .. 40 42 43 45 ..

Mexico 93 .. 94 94 90 90 .. .. ..

Panama 91 90 .. .. 98 .. .. .. ..

Paraguay .. .. 75 .. .. .. .. .. ..

Puerto Rico .. .. .. .. 94 95 84 .. ..

Saint Kitts and Nevis 44 56 53 .. .. .. .. .. ..

Saint Lucia .. 64 64 66 71 .. .. 69 ..

Saint Vincent and the Grenadines 61 .. .. .. .. .. .. .. ..

Suriname 42 47 46 47 47 50 .. .. ..


Bahrain .. 82 83 83 84 84 85 85 ..

Egypt .. .. .. .. .. .. 65 .. ..

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Table 22. SDG Indicator 4.c.1 – Upper secondary education Percentage of trained teachers in upper secondary education, both sexes (%)

4.c

Region/Country 2010 2011 2012 2013 2014 2015 2016 2017 2018

Jordan .. .. .. 100 100 .. .. 100 ..

Morocco .. .. .. .. .. .. .. 100 ..

Oman .. .. .. .. .. .. .. 100 ..

Palestine 100 100 100 100 100 100 100 100 ..

Saudi Arabia .. .. .. 100 100 .. .. .. ..

Sudan .. .. 66 68 70 66 63 65 ..

Syrian Arab Republic 84 .. .. 92 .. .. .. .. ..


Yemen .. .. .. 95 .. .. .. .. ..

Oceania

Fiji .. .. 100 .. .. .. 86 .. ..

Nauru .. .. .. .. .. .. 100 .. ..

Niue .. .. .. .. .. 100 .. .. ..

Papua New Guinea .. .. 100 .. .. .. .. .. ..

Samoa .. .. .. .. 100 .. 80 .. ..

Solomon Islands 71 .. .. .. .. 63 .. .. ..

Tuvalu .. .. .. .. .. .. 35 .. ..

Sub-Saharan Africa

Angola .. .. .. .. .. 47 .. .. ..

Burkina Faso .. .. .. .. .. .. .. 58 ..

Burundi .. .. .. .. 75 100 .. 100 ..

Cabo Verde 100 100 100 .. 100 .. .. 93 ..

Cameroon .. .. .. 71 .. 57 57 .. ..

Chad .. .. .. .. .. .. 49 .. ..

Congo .. .. 84 .. .. .. .. .. ..

Djibouti .. 100 .. .. 100 100 .. .. ..

Eritrea 75 74 72 80 .. .. .. .. ..

Ethiopia .. .. 86 .. .. 100 .. .. ..

Gambia .. .. .. 94 94 94 .. 96 100

Ghana 83 83 78 82 81 83 88 92 88

Kenya .. .. 100 .. .. .. .. .. ..

Liberia .. .. .. .. 42 60 .. .. ..

Madagascar .. .. .. .. 17 .. .. 19 ..

Mauritania .. .. .. .. 76 .. 76 .. ..

Mozambique .. .. .. 95 .. .. .. .. ..

Niger 27 .. .. 25 17 15 .. 13 ..

Nigeria 19 .. .. .. .. .. .. .. ..

Rwanda .. .. .. .. .. .. .. 54 ..


Sierra Leone .. 68 68 64 .. 73 .. .. ..


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4.c

INFORMATION

What do these numbers represent?The percentage of teachers in upper secondary education who have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the upper secondary level.


How should this table be read?Each line represents a country/territory with data available for the selected period. For example, in Sierra Leone in 2015, 73% of teachers working in upper secondary education had received training for teaching.




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9 789291 892358

ISBN 978-92-9189-235-8

SDG 4 DATA BOOKGLOBAL EDUCATION INDICATORS 2019

As the custodian of most of the global indicators to monitor progress towards Sustainable Development Goal 4 (SDG 4), the UNESCO Institute for Statistics (UIS) designs methodologies, standards and tools to help countries report on progress while strengthening the quality and use of their education data for effective policymaking.

The SDG 4 Data Book presents a snapshot of the latest data available on the SDG 4 global indicators, including simplified explanations of their definitions, data sources and interpretation. This edition presents data released by the UIS in February 2019, spanning from 2010 up to the school year ending in 2017. More historical data can be found in the UIS database: http://data.uis.unesco.org


Documents

SDG 4 Data Book - UNESCOuis.unesco.org/sites/default/files/documents/sdg4-databook-global-e… · To further explore the data, please consult the UIS global education database, which